An explanation of the Native Claims Settlement Act was begun in Book Five and is continued in this book where the money settlement is looked at in greater detail.
CONCEPTS TO BE TAUGHT:
MONEY SETTLEMENT VOCABULARY GAME
DESIRED STUDENT OUTCOME:
Students will learn vocabulary basic to a study of the Native Claims Settlement Act.
STRATEGIES:
Duplicate this page in order to have one set of words for each 3 or 4 students in class. Have aide or students cut words apart, pasting the word on one side of a card and the definition on the other.
Have students take turns being the leader of their group. Play the game in 3 rounds, the first time for pronunciation, the second round for spelling, and the third round for definitions. Students may keep score individually or compete by groups.
| COMPENSATE | to make proper payment; to extinguish or satisfy a claim |
| APPROPRIATION BILL | a sum of money allotted by official action by Congress for a specific use |
| REVENUE SHARING | income from various sources which is to be shared |
| STOCKHOLDER | one who owns stock, or a share, of a company or corporation |
| TAXATION | the imposed payment of money to the government |
| FISCAL YEAR | year by which accounts are reckoned; for the U.S. government the fiscal year runs from July 1 to June 30 one of a hundred parts |
| PER CENT | sum of money in addition to interest or royalties charged for granting of a lease |
| RENTAL | a periodic payment made for use of lands or buildings |
| ROYALTIES | shares of the product or profit reserved by the owner when the property is sold |
| INTEREST | price paid for borrowing money or amount of money made from an investment |
| ENROLLMENT | listing oneself on a roll |
| BANK DEPOSIT | funds placed in a bank account |
| REGION | a section or area of land related geographically or culturally |
| DISTRIBUTION | the act of dividing something among several persons or groups |
| CORPORATION | a body of persons associated for some purpose which is recognized as a legal entity |
| SETTLEMENT ACT | an act of giving possession under legal sanction; the 1971 act extinguishing the Alaska Native Land Claims |
| INVEST | to commit money for a period of time in hopes of a financial return |
| NATURAL RESOURCE | capacities (as wit or talent), or materials (as mineral deposits) supplied by nature |
| CASH ENTITLEMENT | an allowance of money due someone |
| LAND TITLE | legal ownership of land; a deed |
| MAJORITY | a number greater than half the total |
| ARTICLES OF INCORPORATION | a written agreement describing the purposes and conditions of the association of persons in a joint enterprise |
| MERGER | the combination of 2 or more groups |
| SECURITIES | certificates issued to investors to finance an enterprise |
| CONSULTANT | one who gives advice regarding matters in which the person has special knowledge |
| LAWYER | a specialist in the practice of law who conducts lawsuits for clients or gives legal advice |
| ACCOUNT | a record of debits and credits on a ledger page, or a sum of money deposited in a bank |
| MONETARY | of or relating to money |
DESIRED STUDENT OUTCOME:
Students will experience some exercises to help them conceptualize the number 1,000,000,000.
STRATEGIES:
After reading the introduction to BOOK 6, THE MONEY SETTLEMENT, it might be worthwhile for students to do some activities to enable them to conceptualize a BILLION. (Since the sum of $962.5 is so near to one billion, the activities are bases on the billion figure.)
WHAT IS A BILLION?
ACTIVITIES FOR UNDERSTANDING ACCOUNTS
DESIRED STUDENT OUTCOME:
Students will gain experience with simple accounting techniques.
STRATEGIES:
If it is possible, take a field trip to a bank to see how money is deposited, records kept, and how money is retrieved.
If you can't take a field trip, ask a person to come to the school with record books and show the students procedures for keeping accounts.
Have the bookkeeping teacher at the school come to class and teach simple bookkeeping techniques. Encourage students to keep an account of money they earn and spend for one month.
SIMULATE AN ACTIVITY WITH KEEPING FAMILY ACCOUNTS.
Divide the class into small groups, each small group to be a family. Give the family $1,000 in imaginary money. Instruct each group to decide how to spend the money, and how to indicate on the account ledger how they spent it.
Relate these activities to the special account, the Alaska Native Fund.
DESIRED STUDENT OUTCOME:
Students will be introduced to consulting as a career option.
STRATEGIES:
In the activities with accounts, someone may have come into the class to teach something about accounting. This person might be called a consultant. The Native corporations are hiring many consultants to do many kinds of things.
What might the village corporation hire a consultant to do? List student responses on the board. After a list is generated, have students categorize the responses.
Discuss fees. Do some consultants earn more than others? Why?
If the corporation has hired consultants, or specialists, such as lawyers, find out how much a day
they were paid. Is this a wise use of corporation money?
Would you like to be a lawyer or other special consultant? What kind of training would you need?
WHAT IS A PER CENT OF SOMETHING?
DESIRED STUDENT OUTCOME:
Students will apply the concept of "per cent" to everyday situations.
STRATEGIES:
Bring to class cans, bottles, and packages that still have the labels. Study the labels for ingredient proportions. Which products have labels where the ingredients are given in percentages? (Sometime Tang, decaffeinated coffee, tuna, cereal, rice, and macaroni do.) Discuss the meaning of these figures.
It might be possible to take a field trip to the store with worksheets to figure percentages of markup for items with the factory price still on them, the percentage of savings if one buys the larger size of something, or the best source of Vitamins A, B, or C. Which foods have the highest per cent of preservatives?
Identify items in a Sears catalog which are also available for purchase locally. make a list of 10 items and the Sears prices. Tour the stores and list local prices. Calculate the per cent of mark up. Why do these items cost more in your village? Where does the extra money go (to whom)?
WHAT IS MEANT BY COMPENSATION?
DESIRED STUDENT OUTCOME:
Students will learn the concept of "compensation" through application activities.
STRATEGIES:
Role play juries in a civil case. Divide the class into one or more juries. Instruct each to choose a spokesperson. The teacher or a student will read the following situations. Have the jury to arrive at a decision in each case, with that decision being reported by the spokesperson.
Situation 1:
Jim lent his snowmachine to a friend. The friend ran into a boulder and wrecked the snowmachine. Repairing it would cost $800. Who should pay for the snowmachine repairs? Should Jim receive any compensation?
Situation 2:
Mike was standing on the dock watching his friend Andy arrive in his boat. When Andy saw Mike, he headed straight for him, gunning the motor a little. Attempting to turn, Andy lost control of the boat and hit the dock. The impact knocked Mike down and broke a leg. The doctor said that Mike would always limp from the injury. Someone advises Mike's family to sue for $10,000 to compensate for the injury. The family sued. Would you award the compensation?
Co-ordinate these activities with the compensation given to Alaska Natives in the Settlement Act.
Discuss extinguishment of claim as it relates to the above situations.
Discuss local events where compensation was made to individuals.
WHAT DOES NOT COUNT TOWARDS COMPENSATION?
On a large map of Alaska, locate the lands not included with those to receive compensation.
Why were they not included? Was that just and fair?
WHEN AND HOW DOES COMPENSATION END?
Divide the class into groups of 4 or fewer. Have each group make a comparison between what is to happen with appropriations over a period of time and what is to happen with revenue sharing. Comparisons can be made in the form of a chart, a graph, a picture, a cartoon, or a time line.
Have students explain their comparisons. Hopefully they will bring out the information that, generally, appropriations decrease with time, revenue sharing will increase, that appropriations end at a definite date; revenue sharing ends at an indefinite time, depending on when ~500,000 is reached; appropriation amounts are set by the Settlement Act, revenue sharing depends on mineral development.
ATLANDARD OIL COMPANY
BUSINESS NEGOTIATIONS-A SIMULATED ACTIVITY
DESIRED STUDENT OUTCOME:
Students will participate in simulated decision making activity on use of the region's resources.
STRATEGIES:
The Atlandard Oil Company believes there is oil in your region and wishes to explore and drill there. The Native Corporation has agreed that this activity can take place.
Divide the class into two groups. One group will represent the Atlandard Oil Company. The other will represent the Native Corporation. They will bargain to determine the terms. Each group has limits and objectives secret from the other.
| ATLANDARD'S OBJECTIVES: | NATIVE CORPORATION'S OBJECTIVES |
| Pay as little as possible. | Make as much as possible. |
| Rental fees for exploration of land in search of oil--will offer $1,000 per month but will go as high as $10,000. | Rental fees for exploration of land in search of oil--want $15,000 per month but will take as little as $5,000. |
| Lease for drilling on land-- will offer $50,000 annual payment but will go as high as $100,000. | Lease for drilling on land--want $125,000 annual payment but will accept as little as $75,000. |
| Royalty on oil taken from the land--will offer 1% but will pay as high as 5%. | Royalty on oil taken from the land--want 7% but will take as little as 3%. |
Make sure that each side does not see the other's objectives.
Conduct the negotiations in 3 rounds. Each group meets separately and decides what its offer will be. They record their offer on the business negotiations form and select a spokesperson to present it.
| BUSINESS NEGOTIATION FORM | ||
| 1. | Rental fees------ | ____________ |
| 2. | Bonus Money------ | ____________ |
| 3. | Royalty percentage------ | ____________ |
Each round has 3 parts:
Each group determines its terms.
Spokesperson presents those terms in general meeting.
General discussion, in which each group argues the justice of its offer.
Keep the game moving. When the general discussion begins to lag, call for the next round. Rounds may continue till an agreement is reached.
DEBRIEF
Who compromised in order to reach a settlement?
How did each side determine what the other side would settle for?
Does this kind of business negotiation really happen? On what occasions?
Does this kind of bargaining ever happen between a rich company (or group) and the state government?
How was the 2% revenue sharing agreement decided on? Who were the parties involved? What were the compromises made?
HOW HAS YOUR NATIVE COPPORATION INVESTED ITS MONEY?
DESIRED STUDENT OUTCOME:
Students will become involved in the regional corporation's use of funds.
STRATEGIES:
Obtain copies of the corporation minutes or invite corporation officers to the class to find out how the corporation has invested its money.
In your thinking, how important are the above mentioned criteria? What other questions would you ask in making a decision on an investment?
WHAT RESOURCES ARE IN YOUR REGION?
DESIRED STUDENT OUTCOME:
Students will become involved in the regional corporation's plans for development of natural resources.
STRATEGIES:
Using references and asking people, find out what renewable and non-renewable resources are found in your region.
To what extent do you think these resources should be developed? What trade-offs must a community make in order to "develop"?
In small groups, make plans for wise development of the region's natural resources over a period of time.
Among the plans presented, select one or more that the class likes best. Calculate how much (what percentages) of profits the region would get to retain and how much would go to other corporations.
ALASKA RESOURCE DEVELOPMENT GAME
RULES
SAMPLE GAMEBOARD
FOR ALASKA RESOURCE DEVELOPMENT GAME
Designed by Maxey Fritz and Amelia Copa for The Learning Tree
ALASKA BIRD BUCKS
for use in game.
SURPRISE CARDS
ALASKA RESOURCE DEVELOPMENT GAME:
| YOU GET TO GO HOME FOR CHRISTMAS VACATION. COLLECT $100. |
THE SALMON RUN HAS BEEN POOR THIS YEAR. PAY $50 |
| FUR PRICES ARE HIGH THIS YEAR. COLLECT $50 |
YOU ARE WEATHERED IN AT YOUR VILLAGE AND MISS AN IMPORTANT MEETING. PAY $100 |
| YOUR LEAD DOG WAS BITTEN BY A RABID FOX. MOVE BACK 2 SPACES |
YOU WERE JUST LICENSED AS A RIVERBOAT PILOT ON THE YUKON. MOVE FORWARD 3 SPACES |
| THE CORPORATION HOTEL IS SHOWING A PROFIT THIS YEAR. COLLECT A $50 DIVIDEND |
YOUR PLANE JUST CRASED INTO THE CORPORATION OWNED HANGER. TOUGH LUCK. PAY $50 |
| SIGHTSEEING TOURS INCREASE. COLLECT A BONUS --- $100 |
YOUR SAVINGS DEPOSIT ACCOUNT JUST PAID YOU $50 IN INTEREST |
| YOUR AUNT HARRIET JUST DIED AND LEFT YOU $200. COLLECT THE MONEY FROM THE CORPORATION BANK. |
A FISHING BOAT OWNED BY THE CORPORATION MADE A PROFIT THIS SEASON. COLLECT $50 |
| YOUR NEW BUSINESS HAS JUST EARNED YOU $50 | YOUR INVESTMENTS HAVE REALLY PAID OFF THIS
YEAR. COLLECT $100 FROM THE CORPORATION BANK |
| YOU HAVE JUST BEEN CHOSEN THE BEST PERFORMER
OF NATIVE DANCERS IN ALASKA. COLLECT $100 |
LEGAL FEES FOR THE SETTLEMENT HAVE BEEN COMPUTED. YOU MUST PAY $50 |
| THE SHIPMENT OF FOOD GOING TO THE
CORPORATION STORE HAS BEEN LOST. PAY $50 |
THE BARGE THE CORPORATION BOUGHT SANK, WITH
THE CARGO LOST. PAY $100 |
| YOUR SNOW MACHINE BROKE DOWN REPAIRS COST YOU $200 |
THE TAX COLLECTOR HAS TAXED YOUR PROFlTS, MOVE BACK 4 SPACES, |
| YOUR HOUSE BURNED DOWN. PAY $100 |
CORPORATION HEADQUARTERS WERE FLOODED.
PAY $100 |
| YOU HAVE JUST RECEIVED A SCHOLARSHIP, MOVE FORWARD, TO GO AND COLLECT $100. |
YOU JUST WON THE IDITAROD RACE. COLLECT $300 |
RISK CARDS
|
IF YOU OWN SEALS, ILLEGAL HUNTERS HARVESTED MOST OF THEM IN YOUR AREAS.
PAY THE BANK $50 |
IF YOU OWN SEALS, THE ISSAK WALTON LEAGUE WILL PAY YOU $50 FOR RESCUING BABY SEALS |
| IF YOU OWN ANY SAND AND GRAVEL, ALEYESKA WILL BUY IT FROM YOU.
COLLECT $50 |
IF YOU OWN SAND AND GRAVEL, SOMEONE STOLE YOUR DUMP TRUCK. PAY $50 |
| IF YOU OWN WHALES, YOUR HARPOON GUN WAS LOST. PAY $100 |
IF YOU OWN WHALES, THE SMITHSONIAN INSTITUTE PAYS YOU $100 FOR STUDYING THEIR MIGRATING HABITS. |
| IFYOUOWN WALRUS, YOUR KAYAK JUST SANK. PAY $100 FOR A NEW ONE |
IF YOU OWN A WALRUS, YOU GET $100 FOR AN IVORY CRIBBAGE SET. |
| IF YOU OWN THE FISH CAMP, THIS IS ANOTHER GOOD YEAR FOR YOU. ANOTHER VILLIAGE BUYS $100 WORTH OF FISH. | IF YOU OWN THE FISH CAMP, ALASKA AIRLINES WANTS TO BRING TOURISTS TO VISIT YOU.
THEY PAY YOU $100 |
| IF YOU OWN A BEAVER, YOUR'RE ATTACKED BY A BEAR AND SPEND 4 WEEKS IN THE NATIVE HOSPITAL.
PAY $100 |
IF YOU OWN BEAVER, YOUR IN LUCK. NORWAY PAYS YOU $100 JUST TO STUDY THEM. |
| IF YOU OWN OIL, YOU HAVE JUST BEEN FINED $500 FOR AN OIL SPILL. | IF YOU OWN OIL, ALEYESKA HAS DECIDED THEY WANT TO EXPLORE YOUR LAND. THEY PAY YOU $500. |
| IF YOU HAVE FOREST LAND, A FIRE JUST SWEPT TROUGH YOUR TIMBER. PAY $50. |
IF YOU OWN FOREST LAND, THE HABACHI PAPER COMPANY JUST PAID $100 FOR TIMBER RIGHTS TO YOUR LAND. |
| IF YOU OWN GOLD OR SILVER PAY $100 FOR MINING RIGHTS. YOU MUST NOW BEGIN TO DEVELOP IT NOW. BUY ONE DEVELOPMENT |
IF YOU OWN SILVER, PAY THE CORPORATION $50, SILVER SPECULATORS BOUGHT THE MINERAL RIGHTS FROM THE STATE. |
| IF YOU OWN GOLD, PAY THE CORPORATION BANK $50, GOLD SPECULATORS BOUGHT MINERAL RIGHTS FROM THE SITE. | IF YOU OWN THE BERRY PATCH, THE BEAR ATE ALL OF YOUR BERRIES, PAY $100 |
| IF YOU OWN A BERRY PATCH, YOU HAVE A BUMPER CROP, AND ALASKA WILD BERRY PRODCTS PAYS YOU $100. | IF YOU OWN COPPER, KENNICOTT WANTS TO BUY IT. THEY PAY YOU $200 |
| IF YOU OWN COPPER, YOUR ORE IS A POOR GRADE. PAY $200 |
IF YOU OWN TUNGSTEN, GENERAL ELECTRIC WANTS ALL YOU HAVE. COLLECT $100 |
| IF YOU OWN TUNGSTEN, THE FEDERAL GOVERNMENT SOLD YOUR MINERAL RIGHTS. PAY $200 |
IF YOU OWN REINDEER, RUSSIA WANTS TO BUY SOME OF YOUR STOCK. COLLECT $50 |
| IF YOU OWN REINDEER, THEY ARE ATTACKED BY WOLVES. THE COST IS $50 |
IF YOU OWN COAL, EVANS COAL COMPANY WILL PAY YOU $200 |
| IF YOU OWN COAL, YOUR MINE SHAFT COLLAPSED. PAY $200 |
IF YOU OWN GOLD, THE PRICE WENT UP AGAIN. COLLECT $50. |
| Have your students make up their own risk and surprise cards.
Have students make up new rules to the game. Maybe they can create a whole new game of their own. | |
ALASKA RESOURCE DEVELOPMENT GAME
FISH
COST . . . . . . . $100 RENT . . . . . . . . 10 1 BLOCK . . . . . . 20 2 BLOCKS . . . . . . 30 3 BLOCKS . . . . . . 40 4 BLOCKS . . . . . . 50 |
IVORY
COST . . . . . . . $250 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 50 4 BLOCKS . . . . . . 60 |
FORESTS
COST . . . . . . . $300 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 50 4 BLOCKS . . . . . . 60 |
SAND AND GRAVEL
COST . . . . . . . $350 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 50 3 BLOCKS . . . . . . 70 4 BLOCKS . . . . . . 90 |
BEAVER
COST . . . . . . . $100 RENT . . . . . . . . 10 1 BLOCK . . . . . . 20 2 BLOCKS . . . . . . 30 3 BLOCKS . . . . . . 40 4 BLOCKS . . . . . . 50 |
FORESTS
COST . . . . . . . $250 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 50 4 BLOCKS . . . . . . 60 |
FORESTS
COST . . . . . . . $300 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 50 4 BLOCKS . . . . . . 60 |
TUNGSTEN
COST . . . . . . . $300 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 50 4 BLOCKS . . . . . . 60 |
GOLD
COST . . . . . . . $350 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 50 3 BLOCKS . . . . . . 70 4 BLOCKS . . . . . . 90 |
OIL
COST . . . . . . . $400 RENT . . . . . . . . 30 1 BLOCK . . . . . . 50 2 BLOCKS . . . . . . 70 3 BLOCKS . . . . . . 90 4 BLOCKS . . . . . .100 |
COAL
COST . . . . . . . $300 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 60 4 BLOCKS . . . . . . 70 |
BERRIES
COST . . . . . . . $350 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 50 3 BLOCKS . . . . . . 70 4 BLOCKS . . . . . . 90 |
REINDEER
COST . . . . . . . $100 RENT . . . . . . . . 10 1 BLOCK . . . . . . 20 2 BLOCKS . . . . . . 30 3 BLOCKS . . . . . . 40 4 BLOCKS . . . . . . 50 |
SEALS
COST . . . . . . . $250 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 50 4 BLOCKS . . . . . . 60 |
WHALES
COST . . . . . . . $250 RENT . . . . . . . . 20 1 BLOCK . . . . . . 30 2 BLOCKS . . . . . . 40 3 BLOCKS . . . . . . 50 4 BLOCKS . . . . . . 60 |
|
| Are there important Alaska resources not represented in this game? Make up a game and design your own gameboard. | |
CHART ACTIVITIES--THE PROCESS OF CHANGE
DESIRED STUDENT OUTCOME:
Students will analyze certain changes that have occurred in their families.
STRATEGIES:
Have students make a chart of the employment of grandparents, parents, and what they plan to do.
Have students make a chart of the costs of a given product when grandparents where young, when parents were young, and present time.
On the chart, put favorite foods of grandparents when young, parents when young, and their favorite foods today.
What generalizations can you draw from the charts? Will the Settlement Act hasten change or slow it down? Is change good or bad?
STOCK MARKET INVESTMENTS, A CLASSROOM ACTIVITY
DESIRED STUDENT OUTCOME:
Students will observe the workings of the stock market.
STRATEGIES:
If you have access to a newspaper with the stock market reports in it, use it to simulate a real market situation.
Give each student $500 play money.
Explain the stocks that they can buy from the newspaper.
Have stock titles made up on 3" x 5" cards.
Teacher acts as stockbroker.
Students buy stocks.
Keep track of stock market through newspaper.
Students may keep or sell their stocks, keep profits or re-invest once each day when the stock market is open.
Profits and losses can be charted daily or weekly.
Debrief after the game.
THE THIRTEENTH REGIONAL CORPORATION
DESIRED STUDENT OUTCOME:
Students will investigate impact of 13th Regional Corporation.
STRATEGIES (Questions to Investigate):
What figures in this book will change as more people join the 13th Corporation?
Did the other 12 regions favor or fight the formation of the 13th Region? Why?
Do you know anyone who originally belonged to one of the 12 corporations who transferred to the 13th? Interview them. Why did they join the 13th Corporation?
DESIRED STUDENT OUTCOME:
Students will analyze economics of family life.
STRATEGIES:
If students are willing to share the information, have them list what individual payments in their families were used for. Categorize the uses as:
DESIRED STUDENT OUTCOME:
Students will analyze family movement patterns.
STRATEGIES:
Plot on a map of Alaska, the United States, or the world where members of your family live now. This map may include cousins, uncles, and aunts.
OR,
Plot on a map of Alaska, the United States, or the world places where members of your family have visited or lived at other times.
Why do people move?
Will the Settlement Act cause more or less movement of people?
Do you plan to live in the region where you live now, or do you dream of moving somewhere else? Why?
WHO WILL NOT RECEIVE COMPENSATION?
DESIRED STUDENT OUTCOME:
Students will gain knowledge of Settlement Act through looking at the exceptions it makes.
STRATEGIES:
After reading that part of the book, draw a cartoon to illustrate who will not receive compensation under the Settlement Act. Is that just and fair?
HOW MUCH HAS YOUR VILLAGE RECEIVED?
DESIRED STUDENT OUTCOME:
Students will look at what the money settlement has meant to their village.
STRATEGIES:
Have students calculate how much money their village has received from the Alaska Native Fund based on the number of enrolled Natives in their village corporation.
Why will the village corporation not pay taxes on the money received from the Alaska Native Fund but will on any profits made?
HOW SHOULD THE VILLAGE SPEND ITS MONEY?
DESIRED STUDENT OUTCOME:
Students will participate in simulated decision-making activity.
STRATEGIES:
Divide into groups of 4 or 5 students.
Devise plans for spending the money the village will receive from the Alaska Native Fund. The plan may be to put it in a savings bank, to invest in stocks, to build or buy a business.
Submit the plan to the region by reporting to the class.
Students may decide that the village should make a joint plan with the region. Discuss the advantages of joint planning.
DESIRED STUDENT OUTCOME:
Students will become aware of changing employment needs.
STRATEGIES:
List the jobs available in your village before the Settlement Act.
List new jobs available since the act.
List future jobs that are in the planning.
What skills do you need to work at these jobs?
How does one get the necessary skills?
Are jobs open equally to men and women?
Have new jobs changed living conditions in any way?
DOTS AND DICE GAME--MEET WITH ALYESKA
DESIRED STUDENT OUTCOME:
Students will participate in a game which requires planning and decision-making.
STRATEGIES:
The winner of the game is the one who fills in the most dots signifying that he or she has "met with Alyeska."
Use one red die and one black die.
| RED: | 1,3,5 = north |
| 2,4,6 = south | |
| BLACK: | 1,3,5 = west |
| 2,4,6 = east. |
Three people play--two corporation owners and one Alyeska representative. Each selects a color.
To begin, owners choose a dot in the north, Alyeska chooses a dot in the south.
Owners may roll the dice and move or elect to remain where they are.
Alyeska rolls the dice and moves in the direction indicated.
When the owner and Alyeska arrive at the same dot, color that dot with the owner's color.
The owner with the most dots claimed wins the game. (Players trace moves with colored pencils.)
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HOW ARE VILLAGES SOLVING THE PROBLEM OF BEING TOO SMALL?
DESIRED STUDENT OUTCOME:
Students will engage in an activity investigating a real problem for many villages.
STRATEGIES:
Imagine you live in a small village.
In groups of 4 or 5, work up a plan to solve the problem of being too small.
Present your plan to the rest of the class.
If you really live in a small village, find out what the village is doing, if anything.
How small is "too small"? "Too small" means too small for what?
DESIRED STUDENT OUTCOME:
Students will apply new terms to a written account of their own village.
STRATEGIES:
Write a history of your village or your region using the words listed below. It can be fact or fiction.
Native Land Claims
pipeline
oil
corporation
millions
division of money
interest
barter
fishing
hunting
shareholder
lease
lawyer
gold
mineral rights
enrollment
securities
investment
royalties
rental
distribution
revenue-sharing
appropriations
compensation
account
deposit
HOW DO REGIONAL CORPORATIONS USE THE MONEY FOR ADMINISTRATION?
DESIRED STUDENT OUTCOME:
Students will analyze the patterns of leadership.
STRATEGIES:
Invite a corporation officer to come to class to show how the regional corporation is organized.
Make an organizational chart, showing how the regional corporation is administered.
DESIRED STUDENT OUTCOME:
Students will experience the lure of unknown treasure.
STRATEGIES:
Hide some prizes in an area to represent the oil. (Make the prizes candy bars, or something else that students like.)
Give clues and allow time for the search to take place.
DEBRIEF.
How did you feel during the search?
Is this how people really feel when looking for a valuable mineral, such as oil or gold?
How did you feel when you found what you were searching for?
Did anyone do anything extreme to find what they were searching for?
Did people share after they found the wealth?