UAS CTE graduates will be informed, reflective, and responsive teachers within
diverse classroom, school, and community contexts
ALST 600 – Alaska Resources, People, and Perspectives JD 1
Spring 2010
January 21 – April 9
Class meets Thursdays @ 5 PM
Instructor: Thomas D. Pennington
Office in Sitka
E-mail [email protected]
Phone: 738-0545
Class Audio # - 800-570-3591
Student Code: 5480920
UAS Technology Support Help Desk: 465-6400 or 1-877-465-6400 and
http://www.uas.alaska.edu/helpdesk
UAS Online Class Site: Go to http://www.uas.alaska.edu, click on “A-Z” in
upper right corner, click on the letter “U,” click on “UAS Online!,” type in
“alst600,” click on “ALST-JO1” – you’re there! Go the “Homesite,” and add your
e-mail to the list. Under “Resources” you will find a variety of documents for
you to use. Check this site from time to time.
Course Context:
This course is designed to enable the student to master a broad knowledge of
Alaska, it’s history, people, culture, cultural relevance in today’s society,
educational perspectives, and how all the above can affect today’s classroom in
the state. It is a required course for those enrolled in the Master of Arts in
Secondary Education.
Course Description:
A study of the people of Alaska, including Alaska Natives and immigrants and
their adaptations to the environment. Archaeological, historic and contemporary
periods will be reviewed highlighting events and issues from a range of cultural
perspectives.
Required Text:
No Required Text
Recommended Reading and Supplement
Madden, Ryan. On the Road Histories – Alaska; pub. 2005, Interlink Publishing
Groups, Inc. ISBN: 1-56656-566-9
Relationship to Conceptual Framework:
This course will help students to become better informed and more
effective teachers in Alaska, knowledgeable of their surroundings and aware of
past and present events in our state.
Instructional Methodologies:
1.
2.
3.
4.
There will be reading for the course with discussions to follow the reading
assignments. Completing the reading assignments in a timely fashion is
essential.
Class and guest lectures will not necessarily follow the reading
assignments but will be an important component of the examinations.
As class participation is part of the evaluation scheme, regular attendance
is an important component of the student's performance.
Any written and oral assignments are mandatory.
Diversity: Dealing effectively with the range of diversity (culture, gender,
ethnic, developmental, physical, etc.) found in our public school classrooms is
one of the greatest challenges facing the teaching profession today. As you begin
your field experience you will be asked to draw upon the knowledge gained in
Multicultural Education and Advanced Educational Psychology to address the
educational needs of all of your students. The very nature of our discussions and
work in class will cause us to focus on meeting the needs of our diverse student
body. Your materials and observations will also address the issue of diversity as
you plan instruction with the needs of all students in mind.
Disability Support Services: If a student has a documented disability for which
they require academic or programmatic accommodations, please contact the
Disability Support Services (DDS) office @ 465-1298 as soon as possible.
Purpose: Students will develop an understanding of all the broad characteristics
of Alaska.
• Students will explore new intellectual territory.
• Students will integrate at least some of what they learn in this course into
their own teaching.
• Geography
• Natural history
• Human and Cultural history
• Modern peoples
• Government
• Industry/Economy
• Education
Students will also gain understanding of their local region
Classes will be divided into approximately four parts:
1) Alaska History
2) Current trends and events
3) Discussion and/or guest speaker
4) Presentation from student/students (dates to be decided first class
meeting)
Knowledge, Dispostions & Performances Assessed
Knowledge of Content
Dispositions
1c. Abide by a philosophy of education and remain flexible to revising it
based on new research and teaching experience. (D),
2c. Appreciate unique thinking processes of learners at different stages of
development. (D),
3d. Appreciate multiple perspectives and value individual differences.
(D),
4c. Commit to professional discourse about content knowledge and
student learning of content. (D),
5c.Value assessment and instruction as integrated processes. (D),
6c. Commit to ensuring student well being and development of selfregulation and group interaction skills. (D),
7c. Recognize the school as an integral part of the community and value
parents as partners in promoting student learning. (D),
8d. Value professional ethics, democratic principles, and collaborative
learning communities. (D),
9c. Value technology as a tool for student and teacher lifelong learning.
(D)
Professional and Pedagogical Knowledge
2b. Accommodate differences in how students learn based on knowledge
of individual’s social, emotional, and intellectual maturation. (P),
2c. Appreciate unique thinking processes of learners at different stages of
development. (D),
3a. Identify strategies for differentiating instruction based on student
differences. (K).
3b. Design instruction that incorporates characteristics of the local
community’s culture and that is appropriate to students’ individual and
special needs. (P),
3c. Apply local and Alaska knowledge to the selection of instructional
strategies, materials and resources (P)
7a. Develop a sound, broad-based understanding of students’ families and
the local communities. (K),
7b. Communicate effectively with parents and community and
incorporate local ways of knowing into decision making about all levels of
schooling. (P),
7c. Recognize the school as an integral part of the community and value
parents as partners in promoting student learning. (D)
Pedagogical Content Knowledge
4b. Connect the content area to other content areas and to practical
situations encountered outside the school. (P)
UAS GRADUATE COMPETENCIES
The UAS Graduate Competencies are holistic in nature and have a broad scope.
Each of the courses and the field experience in the Middle Grades and Secondary
M.A.T. program address these competencies and provide opportunities for the
M.A.T. interns to demonstrate their understanding and mastery of the particular
skill or behavior.
Communication
1.1 Candidates possess effective professional writing skills appropriate in their
fields.
1.2
Candidates are effective in presentations and professional discourse.
1.3
Candidates use substantial comprehension skills in reading and listening.
1.4 Candidates understand the role of technology and effectively use it for
professional communication.
Professional Behavior
2.1
Candidates recognize ethical and professional responsibilities.
2.2 Candidates can work effectively in various roles with diverse individuals
and groups to achieve common goals.
2.3
Candidates can assume a leadership role, when necessary.
Critical Thinking and Problem Solving
3.1
Candidates identify, analyze and conceptualize problems in their field.
3.2 Candidates evaluate and synthesize data, considering multiple
perspectives.
3.3 Candidates understand the holistic and systemic nature of issues in relation
to various environments.
3.4 Candidates understand the role of technology in analysis and decisionmaking.
3.5
Candidates exercise judgment in decision-making.
EVALUATION and CRITERIA FOR GRADING:
Assignment
Percent
Standards assessed
Local Exploration
20%
3b, 3c, 4b, 7a, 7b, 7c
Statewide
20%
3b, 3c, 4b, 7a, 7b, 7c
Lesson
20%
2b, 2c, 3a, 3b, 3c, 4b
History
20%
3b, 3c, 4b, 7a, 7b, 7c
Class Attendance & Participation
20%
Total
100%
A = 90 - 100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
F = below 60%
Projects
There are four projects
* local exploration. The local project consists of identifying one feature of your
local area of interest to you, exploring it in detail and then presenting your
understanding with the rest of the class.
* statewide project. The allowable categories are human history, natural history,
industry/economics, politics/government, education, the arts, or some other
subject uniquely Alaskan.
The content of the presentations should be thorough, accurate, informative, and
up-to-date and last approximately 10 to 15 minutes depending on available time.
If more time is needed, please notify me ahead of class so accommodations can
be made. The presentation itself should be interesting, free of
grammatical/spelling errors – something to be proud of. The text in the
presentation must be original.
* Alaska Lesson - Your third project will entail, using backwards design,
developing a uniquely Alaskan lesson in your subject area. Your lesson plan will
be due by April 15th.
* Fourth Assignment - Your fourth assignment will be to present an area of
Alaskan History to the class to be assigned/chosen during the first class period.
Class Schedule by Week
The following dates are approximate due to the availability of guest speakers for
educational discussions. We will have several throughout the semester. In all
cases, you should be ready for your historical presentation on the assigned date.
Each student should be knowledgeable of and ready to discuss at least five
Alaskan current events and trends at class time each week. Highest priority will
be given to educational topics
January 21, 2019
Orientation of subject –review of syllabus.
Current topics in Alaska today.
Student topics of history for future class presentation – 15 to 20 minute
presentations. Categories are below:
Topics for Presentations:
I. Alaska Native History
A. Southeast Alaska Natives
a) * Tlingit
b) * Eyak
c) * Haida
d) * Tsimshian
B. * Aleut/Alutiiq
C. * Athabascan
D. * Yup’ik
E. *Inupiaq
II. Russian Period
A. * Baranov Period/Russian America Company
B. * Aleut and Russians/Russian Naval Period
C. * Russian Orthodoxy in Alaska – the sale of Alaska/Seward’s Folly
III. Early American Period
A. * Sheldon Jackson – James Wickersham - Harriman Expedition/
Whaling in Alaska
B. * Gold Fever/Alaska Boundary Dispute/The Ballinger-Pinchot Affair
IV. 1912 – Present
A. * Alaska Natives: Land and Civil Rights/The Alaska Brotherhood
B. * Jones and White Acts/ The Alaska Railroad/Avaition in Alaska
C. * Wiley Post and Will Rodgers/The Matanuska Colony/The Indian
CCC
and Totem Poles
V. Impact of WWII on Alaska
A. * “Operation M1,” Invasion of the Aleutian Islands/Aleuts in WWII
B. * Relocation of Aleutian Villagers/Camps/Impact/Alaska Natives in
WWII
VI. The Road to Statehood and Beyond
A. * Alaska Statehood/Great Alaska Earthquake 1964
VII. *Alaska Native Settlement Claims Act
January 28, 2010
I. Alaska Native History Presentations
A. Tlingit
B. Eyak
II, Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
February 4, 2010
I. Alaska Native History Presentation
A. Haida
B. Tsimshiam
II. Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
February 11, 2010
I. Alaska Native History Presentations
A. Aleut/Alutiiq
B. Athabascan
II. Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
III. Project Presentations
February 18, 2010
I. Alaska Native History Presentations
A. Yup’ik
B. Inupiaq
II. Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
III. Project Presentations
February 25, 2010
I. Russian Period Presentation
A. Baranov Period/Russian America Company
B. Aleut and Russians/Russian Naval Period
II. Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
III. Project Presentations
March 4, 2010
I. Russian Period Presentation and Early American Presentation
A. Russian Orthodoxy in Alaska – the Sale of Alaska/Seward’s Folly
B. Sheldon Jackson – James Wickersham – Harriman Expedition/Whaling
in Alaska
March 11, 2010
I. Early American Period Presentation and 1912 - Present Presentation
A. Gold Fever/Alaska Boundary Dispute/The Ballinger-Pinchot Affair
B. Alaska Natives: Land and Civil Rights/The Alaskan Brotherhood
II. Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
III. Project Presentations
March 18, 2010
I. 1912 – Present Presentations
A. Jones and White Acts/The Alaska Railroad/Aviation in Alaska
B. Wiley Post and Will Rodgers/The Mattanuska Colony/The Indian CCC
and Totem Poles
II. Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
III. Project Presentations
April 1, 2010
I. Impact of WWII on Alaska Presentations
A. “Operation M1,” Invasion of the Aleutian Islands/Aleuts in WWII
B. Relocation of Aleutian Villagers/Camps/Impact/Alaska Natives in
WWII
II. Current Events - Each student should be knowledgeable of and ready to
discuss at least five Alaskan current events and trends at class time each week.
Highest priority will be given to educational topics.
III. Project Presentations
April 8, 2010
I. The Road to Statehood and Beyond Presentation and Alaska Native Settlement
Claims Act Presentation
A. Alaska Statehood/Great Alaska Earthquake 1964
B. Alaska Native Settlement Claims Act
April 15, 2010
I.
II.
Alaska Pipeline
Catch up on Presentations
April 22, 2010
I. Catch up on Presentations
April 29, 2010
I. Final Presentations – final thoughts