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Alaska Geography

Organizing Questions (Connections) What is Alaska's physical geography? What are the characteristics of its six regions? How have humans occupied and used the land and sea from their earliest arrivals? Lesson Summary (Identity) Students work in six groups, each assigned to study in detail one of Alaska's six regions. Each group writes a report on its region and makes a short but memorable presentation about to the rest of the class. Students will also work on Student Outcomes (Core Curriculum) 1. 80% of students will be able to correctly name and locate 35 out of 50 places in Alaska. 2. Each student will work in a group to complete a detailed study and report of one region in Alaska. The report is to include: A summary of the region History of human occupation Current demographic information Geographic features Climate Economic base A biographic sketch of one individual from the region Two important dates in the history of the region 3. Students will write descriptions of the geography of each of Alaska s six regions. Alaska State Standards 1.(AH PPE1) A geographic region is composed of a complex set of factors including physical feature, climate, location, flora/fauna, and human history. 2.(AH PPE2) The name and geographic homes of Alaskas indigenous groups are important to their lifestyles. 3.(AH PPE4, AH CC1) Alaska's location is critical to understanding its role in world history. 4.(AH PPE2) Alaska's vast size and geographic shape are essential to understanding its diversity. 5.(AH PPE4, AH CPD4) Alaska's vast size and geographic shape present significant internal transportation within the state. 6.(AH PPE7) To a geographer, place is somewhere people can identify as special or distinctive and also has tangible physical and human geographic characteristics. 7. (AH PPE1) Natural hazards are a dominant feature of Alaska's environment

Time 10 (10) 50-minute classes, or 5 (5) 90-minute classes

Resources From the School Library Dictionary of Alaska Place Names Alaska's Heritage by Joan Antonson and William Hanable Russian America: A Biographical Dictionary Haa Kustee: Our Culture, Tlingit Life Stories (Dauenhauer & Dauenhauer, eds.) Athabascan Biography Series (published by the Yukon-Koyukuk School District; biographies of Henry Beaus, Sr., Oscar Nictune, Joe Beetus, Moses Henzie, Frank Tobuk, Madeline Solomon, Roger Dayton, Edwin Simon, John Honea, Edgar Kallands, and Josephine Roberts; available in many school libraries) Alaska Geographic Issues: The Kuskokwim River, Vol. 15, No. 4 The Middle Yukon River, Vol. 17, No. 3 The Lower Yukon River, Vol. 17, No. 4 Prehistoric Alaska, Vol. 21, No. 4 The Brooks Range, Vol. 23, No. 3 Southeast Alaska, Vol. 20, No. 2 The Aleutian Islands, Vol. 22, No. 2 Alaska s Great Interior, Vol. 7, No. 1 From Kodiak to Unalaska, Vol. 29, No. 4 Native Cultures in Alaska, Vol. 23, No. 2 Alaska s Weather, Vol. 18, No. 1 Alaska s Seward Peninsula, Vol. 14, No. 3 Prince William Sound, Vol. 20, No. 1 The Kenai Peninsula, Vol. 21, No. 2 North Slope Now, Vol. 16, No. 2 People of Alaska, Vol. 21, No. 3 Inupiaq and Yupik People of Alaska, Vol. 28, No. 3 From the Classroom Kit Latest edition of Alaska Almanac published by Alaska Northwest Publishing Native Peoples and Languages of Alaska Map 6 copies of Alaska: The Great Land, Vol. 19, No. 2 (Alaska Geographic) Topographic map of Alaska, 3' by 4' (e.g., USGS Map E) Alaska Studies Timelines, parts 1 and 2 Natives in Alaska's History: Growing Up Native in Alaska Primer on the Archaeology of Alaska by Karen Workman 6 copies of Alaska in Maps: A Thematic Atlas Alaska In Maps: A Thematic Atlas CD 30 color-coded region task cards for students

Student Handouts Test 1: Alaska Map Pretest: One blank desk map of Alaska for each student Laminated Mystrom desk maps of Alaska for students.

Assignment 1: Alaska's Regions Assignment 2: Alaska Regions Note Pad (optional) Test 2: Alaska Geography Unit Test Discussion Guidelines Assignment 3: Anchorage Museum Treasure Hunt Computer Resources Note: the best source for information on Alaska's demographics is available from the following web pages. If your students do not have ready access to the internet, you might need to visit one or more web sites and print out documents so they can complete their research for the region reports. http://www.alaskool.org: A web site that focuses on the history, cultures, and contemporary issues of Alaska from an Alaska Native perspective; includes lesson plans, original documents relating to the history of the Alaska Native Claims Settlement Act, the history of education in Alaska, subsistence, and many other topics. http://litsite.alaska.edu/uaa/: A web site devoted to Alaska writers and written works about Alaskans; includes biographies of Alaskans as well as literary pieces. http://www.akhistory.org: A web site launched in 2001 to be used in Anchorage School District 7th Grade Alaska Studies classes; consists of both a student site and a teacher site; the teacher username is Teacher, the teacher password is Iloveleaming!. The site contains interactive lessons, links to related educational resources, and much information about Alaska's history. This site would be of use in this class after ascertaining whether students had used it when they were in 7th grade. http://quickfacts.census.gov/qfd/states/02000.html: For census information. http://factfinder.census.gov/servlet: Is another good site for census information. http://www.dced.state.ak.us/cbd/commdb/CF_COMDB.htm : For information on the state's communities. http://www.dced.state.ak.us/cbd/AEIS/AEIS_Home.htm: for information about the economic activities of Alaska s communities and regions Vocabulary Habitation: The act of living or residing in a location; a residence or place where one lives Demography and demographic: The characteristics of human populations and population segments, including size, growth, density, distribution, and vital statistics Geographic feature: A prominent part of the landscape, such as a mountain, body of water, river, etc. Justification: Something that demonstrates or proves to be just, right, or valid

Teaching Strategies Read through the unit and assemble materials as needed, making additional copies of consumables if necessary.

Check out necessary materials from the school library (see the list above marked "from the school library") and have them available in the classroom for student research. If possible, set up a resource area in the classroom that will remain throughout the semester. This is your class's own Alaska library. Place the Native Peoples and Languages of Alaska, the topographic map of Alaska, and the two timelines on the wall. Gather dry erase markers so students can mark dates on the timelines throughout the semester. Check for internet connectivity, since some students will need to access various web sites in undertaking their research. Familiarize yourself with the five themes of geography: Location Place Human-environment interactions Movement Region A good resource is the National Geographic Society's Geography for Life: The National Geography Standards 1994. This is also a good resource for the National Geography Standards. Review the six Alaska Geography Standards (listed on p. of this guide, in the Standards section). Greater detail on each standard is contained in the booklet Alaska Standards: Standards for Alaska Students published by the Alaska Department of Education and Early Childhood Development, and available on their web site. The six Alaska Geography standards meld the five themes with the eighteen national standards. This lesson engages students in all six standards. Later in the course, students will be required to visit both the Alaska Native Heritage Center and the Anchorage Museum of History and Art, and conduct a treasure hunt in each. Decide at this point whether you will undertake these visits as a class fieldtrip, or will assign them to students as homework. If this activity will become a class fieldtrip, make arrangements for it now through the district's Community Resources office. If you plan to assign the treasure hunts as homework, plan to explain them to students early in the unit. Set a due date now. If you plan to assign the Heritage Center and Museum treasure hunts as homework, arrange through the district's Community Resources office for People Mover passes for your students.

Lesson Plan: Learning Activities/Grouping Strategies/ Learning Activities/Products: 2 Weeks Day 1

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When students walk in, hand to each, randomly, a color-coded region task card. The colors indicate the group they will be in. Tell them they may not trade cards with other students. Administer Test 1: Pretest of Alaska Locations to students. Explain that they will not be graded on their performance in this test. Product #

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When students have completed the pre-test, determine by a show of hands the average number of answers they were able to fill in. Caution students that they will need to check their answers for accuracy, since the same test will form part of the post-test. Their assignment for tomorrow is to correctly identify each of the 50 places on the map. Their resulting maps will be their study guides for that portion of the test (which will be open-notebook), so it is up to them to be sure their work is accurate. Explain that the post-test will also require each student to write six paragraphs describing Alaska's regions. Product #

Day 2 1. Collect the complet0 map assignments (Pretests). Using the map key, check all answers and return the assignments to the students by the end of the class period. These will form part of their study guides for the final test on the unit. Students undoubtedly noticed that the region task cards you gave them group into six different colors representing six regions of Alaska. Talk about the notion of dividing Alaska (or any area) into regions. Such divisions are always subjective and somewhat arbitrary, although there are reasons for the divisions. Refer to Maps 7 and 8 (p. 20) of Alaska in Maps: A Thematic Atlas (your class has six copies) as you talk about the topic. Talk about why such divisions might be important (examples might be that regions determine election districts, or school districts, or areas that are eligible for road-building, police protection, etc.). Distribute blank desk maps of Alaska to the students. Have each mark six regions of Alaska on their maps, following the divisions on Map 8, p. 20 of Alaska in Maps: A Thematic Atlas. Product # All students with task cards of like colors will work together to learn about the particular region. Point to the Native Peoples and Languages of Alaska map and the topographic map of Alaska and ask students to conjecture on the logic of the regional boundaries. Ask students to compare the regional divisions with ethnic divisions that already existed in the state. Looking at the topographic and language map, ask students to describe how the regions differ from one another.

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5. Explain that each group will write a report about its region, according to directions on the assignment sheet. Distribute Assignment 1: Alaska's Regions. Ask students to note the portions of the assignment they will be responsible for, based on the tasks printed on the color-coded cards in hand. The group as a whole will be responsible for completing tasks 6-9 on the assignment sheet. Note that students may trade assignments WITHIN their groups today or tomorrow, but may not change groups. 6. Explain that, in addition to a written report, each group has the responsibility of instructing the other students in the class about its region through an oral presentation. Each group's presentation will be no longer than ten minutes, so the students must be careful to make it memorable, correct, and interesting. It must contain visuals and may include hand-outs. 7. Point out the research materials provided in the kit and otherwise available in your classroom. Distribute to each group the following: Alaska: The Great Land, Vol. 19, No. 2 (Alaska Geographic) Alaska in Maps: A Thematic Atlas Primer on the Archaeology of Alaska 8. Have students move around to be in their groups. Provide the rest of the class period for organization and research. 9. Shortly before the end of the period, remind students that tomorrow will be their last chance to exchange tasks within their groups. Also remind them of the mapping homework assignment. They will be asked to turn in the pretests to you, with correct locations marked on the map. They may work together to complete their maps. Day 3 1. Allow students a final opportunity to change their Alaska regional group task assignments (but not their groups). 2. Devote the class to group research and preparation for presentations. If you find those students are having difficulty finding the information they need to complete their reports, you might offer guidance. Refer to the Aid in Finding Answers sheet on p. of this guide for source locations. Day 4 Work on group research. Day 5 1. 2. Devote the class period to group research and preparation for presentations. Just before the end of class, determine a schedule for tomorrow's presentations. Remind students that they have no more than ten minutes for their presentations.

Day 6 1. Remind students to take notes during their fellow students' oral presentations, since this will form their study guides for the final open-notebook unit test. Depending on your class's level and abilities, you might want to distribute Assignment 2: Alaska Regions Note Pad. This will help listeners focus on those parts of the presentations that are most important. Alternatively, have students take notes on their own. Ask them to especially note instances when the locations that will be on the map portion of the test are mentioned. 2. Devote the class period to student presentations. Be strict about time limits so at four groups can describe their regions in the time allotted.

3. When each oral report has been completed, the team turns in its written report. Day 7 1. Devote the class period to student presentations. Be strict about time limits so at four groups can describe their regions in the time allotted. When each oral report has been completed, the team turns in its written report. In preparation for tomorrow's class, gather inexpensive prizes to give winners in tomorrow's review game. These items should have an Alaskan theme. Such as picture post cards, pens with Alaska businesses or place names on them, bird feathers, note pads anything that is inexpensive but fun.

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Day 8 1. Finish up the last two regional presentations. Collect the written reports from these groups at the end of their presentations. 2. Display the six written reports to the class and give students ten minutes to look at the reports. Explain that at the end of the period you will be playing a game based on information contained in both the oral presentations and the written reports. 3. Reassemble the class and ask students to write their regions' two dates on the class timelines. For instance, if the date chosen is 6400 BC, a student would place a mark (with dry erase marker) at that point on the line and write, "Anangula Site" next to it. 4. Review the regional presentations. Point out cases when the group highlighted a location that was also on the map assignment. Discuss: how are the regions different? How are they alike? Does the division of Alaska into six regions make sense? How would students characterize Alaska as a whole? What changes have occurred in Alaska's geography in the students' lifetimes? Their parents' lifetimes? The last 200 years? What changes do they expect to see in the future?

5. Begin the review game. First, have each student write a question (and answer) from his or her group s oral or written presentation. Collect all questions, shuffle them, and arrange the students in their regional groups. Ask a question of the first team, and give its members ten seconds to confer before answering. If the answer is correct, give ten points. If the answer is incorrect, go to the next group and ask the same question. At the end of the time allotted for this activity, tally points. Give out prizes to the winning group. 6. Remind students that the test tomorrow is open-notebook. You will administer it during the second half of the period. Students will be allowed to refer to the following items as they take the test: Their completed maps of Alaska with places marked Notes on fellow students' regional presentations Copies of their own group's written report on their region Day 9 1. If necessary, continue the review game for up to 15 minutes of the class period. 2. Remind students which study guides they may use during the open-notebook test. Distribute Test 2: Alaska Geography Unit Test to students and give them a half hour at most to complete it. 3. Distribute the Discussion Guidelines to students. Read them through together as a class and discuss any with unclear meanings. Remind students that the class's success will depend to a great extent on class discussion and participation. Some topics are relatively free of controversy. Alaska's geography might be one of these. These topics will probably not draw on the Discussion Guidelines. Other topics are likely to arouse differences of opinion, and it is important both that students feel free to express themselves, and that they be mindful of the effect their expressions have on other students. 4. If the Museum and Heritage Center field trips are to be assigned as homework, distribute Assignment 3: Anchorage Museum of History and Art Treasure Hunt and Assignment 4: Alaska Native Heritage Center Treasure Hunt. Explain the assignments and set a due date. Distribute People Mover passes and explain to students that they will be offered free admission if they take with them their treasure hunt papers and a student ID. Remind them that the museum is open each day except Monday, while the Heritage Center is open only on Saturday afternoons. (Extension Activity) Day 10/Assessment Assessment for the unit will consist of five items: 1. Completion of the homework map (Test 1) on time 2. Written presentation on a single region of Alaska: an individual grade for a specific assigned portion of the written report (Assignment 1)

3. Written presentation on a single region of Alaska: a group grade for the tasks that were to be performed together

4. Oral presentation (group grade) 5. Test 2: Alaska Geography Unit Test (note: teachers can adapt the post-test to accommodate student learning styles or abilities) 6. (Optional) Extra points to members of the winning team (review game)

Products: See PDFs Word Doc

Alaska Studies Alaska Geography Unit Test 1 Score

Full Name Due Date Period

Alaska Locations Pre-Test


[Reprint a map of Alaska here with 50 sites marked, but not identified see test for list of locations]

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