Date: May 1994

Grade Level(s): 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Subject(s)

• Social Studies/Geography
• Social Studies/History
• Language Arts/Writing (composition)

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.

Goal:

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:

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.).

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. Alaskan magazines
7. Alaskan almanac
8. Daily newspapers
9. Alaskan souvenirs

Procedure:

As a result of this unit, students will be able to:

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.