1. Lesson 1 – Whose Story Comes First?​
   We begin by recalling what we already knew about Alaska Day from living in Sitka and from earlier grades. Students learn that Indigenous peoples lived in Alaska long before Russia or the United States, and are introduced to three groups who experienced Alaska Day differently: Alaska Natives, Russians, and Americans.​

2. Lesson 2 – Symbols and Stories​
   We explore symbols like flags, forts, and churches, and discuss how these symbols can mean different things depending on who you are. Students look at Russian and American flags, pictures of Castle Hill, and St. Michael’s Cathedral, and asked questions like: “Whose story does this symbol tell? Whose is missing?”​

3. Lesson 3 – Our Community Timeline​
   We end the unit by creating a group “Community Timeline” that combine historical events (like the Alaska Purchase), cultural traditions, and personal family events. This helps students connect their own lives to the bigger story of Alaska and recognize that we are all part of history.

General Unit Prep

• Review background on:

  • Indigenous (Lingít and other Alaska Native peoples’) presence before colonization

  • Russian America (forts, trade, religion, Castle Hill, St. Michael’s Cathedral)

  • The 1867 Transfer of Alaska to the United States

  • Modern Alaska Day celebrations in Sitka and beyond

  • Collect or adapt kid-friendly text excerpts and/or oral stories (from Sitka National Historical Park, Elders, or Alaska Historical Society resources).

  • If possible, schedule or invite an Elder, culture bearer, or community guest speaker to share oral history.

Lesson 1 – Whose Story Comes First?

• Print large chart paper: “What We Already Know About Alaska Day”.

• Print out the "three groups in Alaska" worksheet

• Print out the "student questions" worksheet

• Send home letter to families notifying them of how students are learning about Alaska Day

Lesson 2 – Symbols and Stories

• Gather symbols using the Lesson 2_Symbols and Stories Worksheet or share your own symbols

  • Russian flag, American flag, Castle Hill, St. Michael’s Cathedral, Russian fort, cannon, totem pole, parade float, drum, ship.

• Print and cut symbol cards (1 set per small group) with discussion prompts: “What might this mean to a Russian? An American? An Alaska Native?” (see Lesson 2_Symbols and Stories)

• Create a T-chart labeled “Symbols and Meanings” for whole-class sharing.

Lesson 3 – Our Community Timeline & Reflection

• Print timeline images: Indigenous presence, Russian America, 1867 Transfer, modern parades.

• Prepare a large class timeline space: butcher paper or taped chart paper across the wall.

• Pre-make a T-chart: Native Perspectives vs. Other Communities’ Perspectives.

• Gather supplies: sticky notes, markers, tape/glue for building the timeline.

• Collect student interview sheets and have them ready for students to share.

• Provide art materials (markers, crayons, sticky notes, index cards) so students can add personal/family events.

• Plan reflection prompts:

  1. “What did we learn about Alaska Day from many perspectives?”

  2. “What does our timeline show about how history continues today?”

• Optional: Invite families to view the timeline or record a short class video explaining it.