The History of ANB & ANS
Bloom Ball Project
Share your new knowledge of the history of ANB & ANS with a visual project. As a
final project for this unit you will create a Bloom Ball Report that includes all of
the important information we’ve learned about the history of ANB & ANS. Each
side of the Bloom Ball will represent a different piece of your learning, and you will
get to be creative in how you put your Bloom Ball together.
Your grade for this project will be based on CONTENT and PRESENTATION.
CONTENT will determine if you have all the information required in your Bloom
Ball, and PRESENTATION will include the neatness and attention to detail that
you’ve put into it. You will use the information in your notebooks, from class
discussions, and from class activities as the source of your knowledge on this topic.
This project will be a large part of your grade for this unit so do your best and
have fun with it.
Things to remember:
 Write answers, sentences and paragraphs on another sheet of paper first
and proofread. When satisfied with your answer, rewrite it on the circle.
 Assembling your Bloom Ball:
o Fold each circle on the lines so that the folds are facing up. Be sure
to decorate the entire circle before assembling ball.
o When all circles have been completed, and all the edges have been
folded up you may glue (no tape or staples) the circles together. BE
SURE THAT ALL EDGES ARE FACING UP AROUND YOUR
PICTURE OR PARAGRAPHS.
 Presentation of your project will factor into the grading. The ball should be
colorful and visually “fun,” but the most important aspect is what is written
in the circles.
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BLOOM BALL INSTRUCTIONS: Each side of your Bloom Ball will explain a
different piece of information that we’ve learned in this unit. Use this grid as your
guide to taking notes before you begin creating your Bloom Ball. You should have 12
completed circles before you begin putting your Bloom Ball together.
CIRCLE 1
TITLE
Write your name and the title of this unit: “The History of
the Alaska Native Brotherhood and Sisterhood in
Southeast Alaska”. Also add a picture that represents what
it was about.
NOTES:
CIRCLE 2
ANB/ANS
TIMELINE
Create a timeline of at least 5 important events in the
history of ANB & ANS. The timeline should include the
year, a brief description, and a visual for each event.
NOTES:
CIRCLE 3
VISUAL
Create a picture, symbol, or drawing that represents 1
important thing you’ve learned about ANB & ANS in this
unit. It should have color and a one-sentence caption that
explains what it is.
NOTES:
CIRCLE 4
VOCABULARY
List the important vocabulary from this unit and write your
own definition for each one:
NOTES:
Aboriginal Claims Treaty –
Assimilation –
Discrimination –
Territory –
Food Sovereignty Alaska Native Brotherhood –
Alaska Native Sisterhood –
Tribal Governments –
The Alaska Federation of Natives –
The Alaska National Interest Lands Conservation Act –
Regional Corporations –
Elizabeth Peratrovich –
The Alaska Native Claims Settlements Act –
CIRCLE 5
LEADERS
Choose one of these ANB & ANS leaders to write a
paragraph about: Elizabeth Peratrovich, William Paul, or Dr.
Walter Soboleff. Your paragraph should include who they
were, how they helped the ANB & ANS, why you chose
them, and a picture of them.
NOTES:
CIRCLE 6
BEGINNINGS
Write a complete paragraph explaining how the ANB & ANS
began and why Alaska Natives felt the need to organize and
fight for their social and civil rights.
NOTES:
CIRCLE 7
DISCRIMINATION
Write a complete paragraph explaining what discrimination
is, some examples of it, and how white people and the U.S.
government have discriminated against Alaska Natives.
NOTES:
CIRCLE 8
CIVIL RIGHTS
Write a complete paragraph explaining why equal rights
were so important to Alaska Natives, and how the Alaska
Anti-Discrimination Act gave them those rights.
NOTES:
CIRCLE 9
ANCSA & ANILCA
Write a complete paragraph explaining what ANCSA &
ANILCA are, what they did for Alaska Natives, and how
ANB & ANS helped to create them.
NOTES:
CIRCLE 10
INDIGENOUS
PEOPLE
Give a 2-3 sentence description of each of the indigenous
people groups here in Southeast Alaska: Eyak, Tlingit,
Haida, Tshimshian. Include what part of Southeast they
live in, what language they speak, and one thing that is
unique about them.
NOTES:
CIRCLE 11
ALASKAN HISTORY
TIMELINE
Create a timeline of at least 5 important events in Alaskan
history. Include who owned Alaska before the U.S., how the
U.S. bought Alaska, and how Alaska became a state.
NOTES:
CIRCLE 12
WHY IS HISTORY
IMPORTANT?
Make a list of at least 5 reasons that we study history.
Think about why knowing our history helps us understand
our community, our world, and ourselves.
NOTES:
Bloom Ball Project
Scoring Guide
NAME
B+ to CA to AThis column indicates This column indicates
the expectation for
options for students
all students.
who want to excel.
CONTENT
• Information is
accurate with
supporting details
from text/lesson
• Follows all
directions
given for assignment
• Neat, tidy, readable
• Uses complete
sentences (capitals
and ending
punctuation)
• Grammar is correct
with fewer than four
mistakes
• Information
contains enhancing
details
• Original ideas may
be evident
• Professional
presentation
• Creative format
that goes an extra
step
• Grammar is correct
with fewer than two
mistakes
• Some parts may be
sloppy or seem
hurried
• Grammar is weak;
no evidence of selfediting/proofreading
• Simple grammar
rules are broken
• Meets due dates
• Uses class time
productively
• Pays attention to
instructions
• Uses class time
productively to
extend, improve, or
personalize the
learning
• Behavior models
class expectations
for others
• May not meet due
date
• Inefficient use of
class time
• Distracts other
students
COMMUICATION
HABITS
OF WORK
D+ to F
This column
indicates student is
not meeting the
expectation.
• Information may be
missing or not
correct
• May be missing one
or more directions
for assignment
TOTAL PTS. POSSIBLE______________YOUR TOTAL PTS.______________