In 8th grade, students bring years of Alaska Day learning to this lesson. Earlier grades covered belonging and place, the Lingít, Russian, and American perspectives on 1867, who is represented in Sitka's parade today, and, in 7th grade, how the transfer changed people's livelihoods. This lesson asks students to think in systems and use scientific evidence. It shows that each change in who governed Alaska also changed how one of its most important resources was used, and that those changes affected both salmon populations and the people who depend on them. Students evaluate Lingít, Russian, American, and modern management with the same criteria scientists use, and they see that Lingít stewardship practices line up closely with modern ones. That prepares them for the stewardship and real-world action work of high school.
Read ahead
Governance and Subsistence, Alaska Salmon and People project: alaskasalmonandpeople.org/working-group/governance-and-subsistence
Bellringer (slide 7), 1 per student
Key Words and Ideas (slide 8), 1 per student
Stations 1 to 5 (slides 9 to 13), 2 copies of each for larger classes
Stations Answer Sheet and Comparison Chart (slides 14 to 16), 1 per student
Exit Ticket (slide 17), 1 per student. This sheet isn't on the deck's print list, so it's easy to miss.
Set up
Hang the stations around the room. If you have two copies of each, set up two separate loops.
Decide ahead
Group size and how long groups stay at each station. Agree on the time with students, as the lesson suggests.
Whether to teach it in one or two periods. A bellringer, vocabulary, 5 stations, the comparison chart, and a CER is a lot for one period. Teaching it over two days, or assigning the exit ticket as homework, is more realistic.
Whether to bring in a guest speaker. If you want an Elder, contact the Cultural Department early.
To view the lesson, select the button "View Lesson"
To view the accompanying worksheet or activities. Select "Print Outs"