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ParkWise
> Teachers >
Culture > People
and Land
> Unit Outline
Activity
4:
Changing Times
Students
will review historical accounts from various perspectives and create
a model of a timeline for the Denali area. Students will analyze
the affects of cultural interactions.
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Unit:
Denali People and
the Land
Guiding Questions: How
and when did cultural interactions occur in the Denali area?
How did they affect the culture?
Critical Content:
Students will learn
about cultural interactions from an historical perspective.
Grades: 5-6
Duration: Two 1-hour
sessions
Group size:
both entire class, and small groups
Setting: classroom
Materials: Denali
area histories, Copies of the following (one copy per
two students): Telida
History, Minchumina
History, Subsistence,
Denali
Area History, Timeline
outline; Colored* 5x7 index cards, 20 foot rope with 50+
clothespins or large paperclips. (*If you can't get colored
cards, you may want to use colored paper, or have students
outline the index card with a color marker. The colors will
help distinguish which cards were created by which groups..
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Before you begin:
- Students will break
into groups. Each group will focus on a certain aspect of history
and identify items of importance to include on a timeline. Each
group will create their own timeline, writing one item of importance
on each index card.
- After the groups
have completed their individual timelines, the class will come
together to integrate their timelines into one giant timeline
that covers each topic area listed below. Cards will be hung on
a clothesline in timeline order. Simultaneous items or items that
overlap in timing, will be hung by attaching cards vertically
to one another.
- To prepare, you will
need to hang a clothesline, and make copies of the histories.
Procedures:
- Divide the class up
into small groups. Each group will focus on one of the following:
Alaska Native history; Non-native history; Transportation; Tourism;
Subsistence and Annual calendar (what happens during each season.).
Subsistence and Annual Calendar can be completed by one group.
- Hand out index cards
to each group. A specific color of cards will be used for each
group. For example, the group studying the Alaska Native history
will use only blue index cards. The Non-native history group will
use only pink index cards.
- Review with the class
how to pick out important facts from the readings.
- Each item of importance
will be written on a separate index card. Students must provide
enough information to be able to explain the item to the rest
of the class. If possible, include dates. Students must keep the
items in chronological order.
- Once students have
read through their histories, recovered what they think are the
important items and recorded these items on their index cards,
come back together as a class. Describe how the class will create
a timeline on the clothesline. You may want to include cards that
mark certain years on the timeline. Students will need to decide
where they'd like to include the "Annual Timeline" of subsistence
as it spans one year rather than several years. You may also want
to include "Annual Timeline" research from early Alaska Native
calendars and from present day Alaska Native calendars.
- Class will come together
and discuss the order of their timeline. They will create their
timeline by hanging their cards at the appropriate spot on the
timeline. They may want to come up with a method for illustrating
items that happen simultaneously (you may want to hang these cards
vertically, attaching them with tape, paper clips, or clothespins.
Adaptations: Teacher
may want to prepare markers to put on the rope as guides for when
items of importance occurred.
Extensions: Use
the timeline as a spring board for students to review primary documents
and add information to the timeline. Students may want to research
a specific person's life and integrate into the timeline.
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