There is hardly an issue of any newspaper published in Alaska but what reports new investments or transactions of one of the regional or village corporations. The importance of settlement act organizations will continue as the great wealth in natural resources is developed from the 40 million acres of land which they hold.

The games and activities which were devised to accompany the mini-text on Settlement Act organizations constitute a good review of the total land claims study.

CONCEPTS TO BE TAUGHT:

There are 13 regional corporations and 203 village corporations formed as a result of the Settlement Act.

The corporations were formed to make money, but may have non-profit arms.

The Alaska Federation of Natives was kept alive as an organization to promote unity among Native groups.

WORDS TO REVIEW OR LEARN:

corporation stockholders surface title organization geologist seismic zone board of directors plateau commercial permafrost "Outside" economic activities economic base

enterprise eligible enrollment association corporate office tremors urban precipitation subsistence proxy invest benefits

CAN YOU IDENTIFY:

• 12 Regional Corporations
  Carl Moses
  Koniagmuit
  Jack Wick
  NANA
  John Schaeffer
  Harvey Samuelson
  Helen Marie Klein
  Metlakatla
  Robert Marshall
  Andy Johnson
  John Borbridge, Jr.
  Joe Upicksoun
  John Sackett
  Yupik
  Robert Schenker
  Arctic Circle
  Jerome Trigg
  Klukwan
  Cecil Barnes

WHAT DO YOU THINK?

What were some of the difficulties involved in the enrollment process? How were they overcome?

What were some of the actions taken to get the regional corporations organized and in operation?

How did it happen that this was accomplished ahead of the government's deadline?

In which areas of Alaska is subsistence hunting, fishing, and food gathering carried on?

What are the advantages and disadvantages of a subsistence lifestyle?

How are Klukwan and Metlakatla different from other villages in the Sealaska Region?

What effect will oil production have on the lives of people in the Chugach Region?

What villages in what regions are located along the oil pipeline?

What are the four boroughs located at least partially within the Cook Inlet Region?

The Arctic Slope Region lies entirely north of the Arctic Circle. How does this affect the lifestyles of the people there?

What are some of the ways the Yukon, Tanana, and Kuskokwim Rivers help the people of Alaska? Do the rivers create any hardships? Are there other than the traditional ways that these rivers might be beneficial?

Where does permafrost extend throughout Alaska? How does it affect lives?

What will be some of the problems the 13 regions will have to face?

Should sport fishermen be welcomed in an area where the local people fish for a living?

Should Native corporations seek the help of specialists who are not Native?

WORDS TO REVIEW OR LEARN:

certified non-profit by-laws reserves township

subsurface title legal obligation at-large stockholder village corporation revoked reserves articles of incorporation

CAN YOU IDENTIFY:

Annette Island Reserve
St. Lawrence Island Reserve
"Four named cities"
"Groups"

WHAT DO YOU THINK?

Was it necessary for the Settlement Act to provide for so many local business corporations?

Was it a good idea for the Act to revoke all reserves?

Why did it not revoke the Annette Island Reserve?

Is it a good idea to have regional corporations supervise village corporations?

Describe the two "group corporations". How are they different from other village corporations?

WORDS TO REVIEW OR LEARN:

existing organizations commission withdrawn land appeals

integrity pride in heritage progress culture

CAN YOU IDENTIFY:

Dept. of Interior Secretary of Interior Ad Hoc Appeal Board AFN ANF Willie Hensley Roger Land Emil Notti Aleut League Kawerak C.I.N.A. Inupiat

Alaska Native Management Report Arctic Slope Native Association North Pacific Rim Native Corp. Tanana Chiefs Conference Alaska Tribal Association Tanana Survival School Tlingit-Haida Central Council George Miller, Jr. Yupiktak Bista B.B.N.A. Manueluk K.A.N.A.

WHAT DO YOU THINK?

How do the members of the Joint Federal-State Land Use Commission get their jobs? Does this put too much control in the hands of the government? Should there be Native members on the Commission? Why or why not?

Land withdrawn in the past by the federal government sometimes was not used as planned. Should this land be taken away from the federal government?

What does "ad hoc" mean? Why is the Alaska Native Claims Appeal Board called an ad hoc board? Will there continue to be appeals to the board in the years to come? Why or why not?

What is the AFN? What are some of the things the AFN does? How much money does each region give to support AFN each year?

What does it do for the region to earn that money?

Why do you suppose Willie Hensley was willing to continue as president even when AFN went broke?

How is the ANF different from AFN?

Is there a non-profit corporation operating in your region? What is its name? What services does it provide? Have you and your family been helped by these services?

Is there anything you wish the corporation would do that it isn't doing? What can you do to influence a corporation?

What villages make up the Alaska Tribal Association? Why did this Association go the the U.S. Congress to seek money?

DESIRED STUDENT OUTCOME:

Students will gain an idea of the comparative population density of the 12 regions.

STRATEGIES:

Before students see the above chart, give them a regional map of Alaska. Have them make predictions:

• Which 3 regions have the most people?
• Which 3 have the least?
• Which have more Natives than non-Natives?

Using the chart, have students verify their predictions. Discuss reasons for the uneven population distribution. Make a map showing population distribution.

DESIRED STUDENT OUTCOME:

Students will analyze 3 viewpoints concerning aspects of the Alaska Native Clalms Settlement Act

STRATEGIES:

Read the first statement to the class. Ask,

• "Who might have said that?"
• Let them speculate a bit before you tell them. (It's from a Sierra Club Bulletin, 1974.)

Ask, "Do you agree with the statement?"

• Have the students write a statement of their own on the subject.
• Read the second opinion, from the Anchorage Daily Times, Oct. 21, 1974.

Follow the same procedure.

Ask, "which statement reflects best the way you feel?"

• Instruct students to write a statement of their own.
• Read them the final opinion, that of Larry Merculieff, St. Paul Island, in a letter he wrote to the Anchorage Daily Times, October 25, 1974.
• Have them compare their statements with his.

"The native regions established by the act are required to be profit-making corporations: the villages may opt for profit-making and/or nonprofit-making. This means a people who have traditionally lived closely with the land, being dependent upon it and its wildlife for their subsistence, are now forced to become businessmen and to consider the land they select for its money-making potential."

"Forced to become businessmen? What's wrong with that, anyway? Maybe it doesn't make sense to a conservationist sitting in comfort in San Francisco. But it certainly makes sense to a people who for all too long have lived in a sod hut."

"Whatever the actual situation may be, we reserve the right to speak and decide for ourselves; it is not the place for you or the Sierra Club to decide what is right or wrong for us.
"What we need is a sincere two-way exchange of ideas and philosophies, so that we may understand and accept the best of what different cultures have to contribute to the survival of everyone. We cannot do it if there is force or if people speak for us out of ignorance and insensitivity."

DESIRED STUDENT OUTCOME:

Students will demonstrate knowledge of the factual content regarding the Settlement Act.

STRATEGIES:

Read the material in the book. This game can serve as a good mid-point in the unit's activities, or a good review at the end of the unit.

Put the review questions on 3"x5" cards. Be sure the asterisks are included. Stars indicate the difficulty and possible bases to be attained.

Have a large map of Alaska posted, showing the boundaries of the 12 regions.

Locate these signs at four points in the room, forming a diamond: HOME BASE, FIRST BASE, SECOND BASE, and THIRD BASE.

1. Divide the class into 2 groups. Each team determines their lineup. They play in that order throughout the game.
   
2. Choose a scorekeeper to post scores where all can see.
   
3. Teacher (or selected student) shuffles the cards and places them face down. The teacher, or a selected student, stands in the middle of the room as "the pitcher."
   
4. The first side comes up to bat. (One student at a time, others remaining seated.)
   
5. The pitcher turns over the first card. The pitcher informs the batter how many bases can be made (determined by number of asterisks).
   
   

   *	means batter can go to first
   **	means a second base hit
   ***	means a third base hit
   ****	means a home run

6. The pitcher reads the question or problem. If a correct response is given, the batter moves to the proper base. If an incorrect response is given, the batter is out. Each team must have 3 outs before the other team comes up to bat. An answer only partly correct may be ruled an out.
   
   
7. Only one player may be on a base at a time. If a batter makes a 3-base hit, for instance, when the bases are full, he pushes in 3 scores for the team. Runners left on base when a team gets out are lost to the team.
   
   
8. This game may go on for 9 innings or as long and as often as there is time or interest. Re-shuffle the cards each time you get to the end of a stack. Not all questions may seem significant, but they serve to help students become aware of and familiar with names, places, and definitions.
   
   
9. Teachers may add questions concerning other facts that have emerged as important in classroom discussions.

VARIATIONS:

Allow students to make up questions to add to the deck (or following another unit of study) and assign degrees of difficulty (stars) to them.

Another possibility might be to allow teams to confer on the question before the batter gives the answer.

DESIRED STUDENT OUTCOME:

Students will demonstrate familiarity with words connected with discussions of the land claims.

STRATEGIES (Directions to Students):

Can you find and circle these words?

(They read vertically, diagonally, forwards, and occasionally even backwards.)

Using the same puzzle, locate and encircle:

Select another of the Land Claims books. Make up a brainbuster for the rest of the class to work.

LAND CLAIMS BLOCKBUSTER

Answers to LAND CLAIMS BLOCKBUSTER

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SETTLEMENT ACT FACTS

DESIRED STUDENT OUTCOME:

Students will demonstrate ability to gather and organize information.

STRATEGIES:

Students can prepare charts individually, or the class can prepare a large wall chart. Chart headings should be:

• LAND AREA,
• POPULATION,
• STOCKHOLDERS IN REGION,
• TOTAL NUMBER OF STOCKHOLDERS,
• VILLAGE CORPORATIONS,
• VILLAGE CORPORATION STOCKHOLDERS.

List the regional corporations from the largest to the smallest under each category.

DESIRED STUDENT OUTCOME:

Students will demonstrate ability to do research and to present information.

STRATEGIES:

What do you consider to be the most unique fact about each region?

Make a poster with one unusual feature of each of the 13 regions. Use drawings, newspaper pictures, photos, poster lettering.

Have the class make one large poster. Assign each student one of the 13 regions. He or she prepares a portion of the display, adding a superlative about the region assigned.

DESIRED STUDENT OUTCOME:

Students will demonstrate ability to gather information.

STRATEGIES:

This could be a research lesson, using geography texts, maps, and other available references. The information gathered may be put in a chart form or merely as a work sheet for each student or for groups of students.

WHICH REGION HAS:

1. The most shoreline?
2. The most miles of rivers?
3. The tallest mountain?
4. The highest mountain range?
5. The longest mountain range?
6. The coldest average temperatures?
7. The warmest average temperatures?
8. The most inches of snowfall?
9. The most inches of rainfall?
10. The most miles of railroads?
11. The most miles of highways?
12. The best harbor?
13. The most dairy products?
14. The most beef?
15. The most lumber?
16. The most salmon?
17. The most seals?
18. The largest bears?
19. The most caribou?
20. The most oil?
21. The most mining?
22. The most volcanoes?
23. The most tundra?

DESIRED STUDENT OUTCOME:

Students will demonstrate ability to organize data regarding the land claims.

STRATEGIES:

Students should be in small groups of 3 to 5 for this game. It will take perhaps several hours for preparation and research. The idea is to prepare a list of FIVE CLUES to some person, place, or thing. The first clue should be the most difficult; the last, the easiest.

An example:

A "round robin" schedule should be organized, so that every team will challenge every other team. Therefore, each team will need as many sets of clues as rounds you will be playing. When a team is challenged, they can discuss among themselves, but only one answer can be given. A timekeeper may be necessary. Guesses are permissible. It won't make any difference if two teams pick the same subject; clues probably won't be the same. Only names of persons, places, or things mentioned in the land claims books can be used. However, clues may be gathered from other sources.

DESIRED STUDENT OUTCOME:

Students demonstrate ability to operate in a simulated decision-making situation.

STRATEGIES:

Each person in the class should write down on a separate slip of paper a problem or decision that could or does face regional or village corporations. These may be real or imaginary. The teacher collects the papers.

Form groups of 5-6 students. Choose a name for an imaginary corporation. Determine in what part of Alaska your corporation is located. Choose officers among the board of directors. You will need a president, at least one vice-president, a secretary, and a treasurer.

The teacher hands out several of the original problems to the president of each corporation. One by one, each board of directors deals with the problems and reaches a decision. The secretary records what goes on.

When solutions have been reached for all the problems, the president of the board appoints someone to report to the rest of the class. The report should include each problem, the process of decision-making, and what the decision was.

DESIRED STUDENT OUTCOME:

Students will analyze qualities of leadership.

STRATEGIES (Questions to Discuss):

What kind of people were chosen as leaders of the regional corporations?

What were their backgrounds of experience and preparation?

What characteristics do they have in common?

Did they have to meet any certain qualifications before thev could

Would you like to be a corporate leader? Why or why not?

Make a list of qualities or qualifications which you think a Native leader should have.

Make a list of qualifications which you think a white Anchorage businessman should have.

Are the lists alike different?

Here and on the next page are some ads from an Anchorage newspaper.

Do they mention qualifications?

Do they indicate what kind of person the applicant should be?

Do you think ads such as these should be more specific? Why or why not?

Would you like to apply for any of the jobs?

INDIVIDUALLY OR IN A SMALL GROUP, think up a name for an imaginary corporation. What kind of people do you need to run your corporation?

Decide on qualifications for just one job in the imaginary corporation . Prepare an ad to send to the newspaper to announce the job opening.

After the group has written the job announcement, individually WRITE A LETTER APPLYING FOR THE JOB . Describe your own qualifications and why you would be a good candidate for the position.

Role play the job interviews.

After a number of interviews, go back to the original questions.

What kind of leaders were chosen to head the regional corporations?

Do you have any of the same qualifications?

What are some other kinds of work that the corporations have to have done?

Would you like to hold any of those positions?

What skills or training would be necessary?

How would you go about learning what you need to know?

DESIRED STUDENT OUTCOME:

Students will become familiar with names of a number of Native leaders.

STRATEGIES:

One of the players deals out all the cards. If more than one round is played, players take turns dealing.

Players look at cards and sort them, putting those that are alike together. It is important to keep the cards hidden.

When all players are ready, the person to the dealer's left asks any player, by name, for a certain card. ("Jim, may I have an Emil Notti?") He or she must already have at least one of the card asked for.

If the person asked has the requested card, the same person may ask anybody for another card in her or his hand. This continues until the caller fails to get a card.

If the person asked does not have the requested card, that person may then play by calling for a card.

When a player collects all 4 cards alike, they are placed face up in front of the owner.

Play continues until all tricks are complete.

The person who has completed the most tricks wins the game.