1"

Running"head:"Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"
Statehood"
"
"
"
"
"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"
Joe"Mainardi"
Makenzie"Moore"
"

"

2"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"
"
"

This"unit"was"prepared"for"a"ninth"grade"level"Alaska"Studies"classroom."This"

will"fall"into"the"latter"half"of"the"school"year,"after"students"have"learned"about"
Alaska"history"prior"to"the"1950s."After"the"class"learns"about"World"War"II"and"its"
effects"on"Alaska,"we"will"gradually"introduce"the"changes"that"brought"about"
Alaskas"statehood"movement."Alaskan"statehood"provides"an"opportunity"to"look"at"
multiple"issues"facing"the"state"and"the"diverse"perspectives"of"its"citizens"and"local"
communities."
"

This"instructional"unit"was"designed"to"last"approximately"two"to"three"

weeks,"depending"on"student"ability"and"extent"of"prior"knowledge."There"are"many"
primary"texts"that"the"students"will"study;"the"text"will"become"an"additional"
resource."Throughout"this"unit,"students"will"put"their"own"understanding"of"the"
way"the"statehood"movement"affected"different"groups"of"Alaskans."
"

This"end"of"this"unit"will"also"prime"the"class"for"the"next"unit,"which"will"be"a"

study"in"perspectives"on"the"Alaska"Native"Claims"Settlement"Act,"which"was"
Alaskas"first"hurdle"to"clear"after"statehood."
"

MaterialsQwise,"the"teacher"will"be"using"the"textbook,"a"variety"of"primary"

and"secondary"sources"(as"found"in"the"References"page),"markers,"sticky"easel"
paper,"and"political"cartoons."Multimedia"sources"including"video"interviews"and"
miscellaneous"small"clips"will"require"computer"and"Internet"access."Students"will"
also"need"to"have"a"personal"notebook"to"serve"as"a"reading"journal"in"which"they"
can"take"notes"and"engage"in"daily"writing"activities."These"journals"will"be"turned"in"
periodically"over"the"course"of"the"unit."
"

3"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"
"
References
Author Unknown. (2005, January 5). Alaska, Hawaii, Guam, Bora Bora, Samoa,
Philippines, Japan Granted U.S. Statehood. The Onion. Retrieved July 8, 2015,
from http://www.theonion.com/graphic/january-4-1959-10540

A satirical front page of a newspaper with a headline and title that mocks the
imperialistic motivations of the admission of Alaska and Hawaii to the United
States. This image would be used for engagement purposes, and also as a means
of shifting the focus of the class towards a group who are often overlooked in the
fight for statehood but who were no less impacted by it: Alaskas indigenous
people.

Author Unknown. (1959, January 4). Ike Says: Youre In Now. [Newspaper front
page] Retrieved July 8, 2015, from
http://vilda.alaska.edu/cdm/singleitem/collection/cdmg21/id/9753/rec/8

This front page of the Anchorage Daily News after Alaska achieved statehood is
filled with headlines and articles celebrating statehood. As a primary source it
gives students insight into the predominant mood in Alaska and can be used in
comparison with newspapers throughout the United States.

Author Unknown. (n.d.). It's a Little Something I Learned from our Salmon [Cartoon].
Retrieved July 8, 2015, from http://xroads.virginia.edu/~cap/bartlett/49state.html

This political cartoon shows a man paddling upstream in a canoe labeled

Statehood. He has cleared the first set of falls (labeled House of
Representatives) and faces a second labeled Senate. Salmon jump along side
him. This cartoon would be used to engage students in discussion of the various
obstacles faced by those who desired statehood.

Barsh, R. (1984, July 1). The International Legal Status of Native Alaska. Alaska Native
News, p. 35. Retrieved July 7, 2015, from
http://www.alaskool.org/projects/ancsa/international/barsh1984/intlleglstat.htm

4"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"

This article puts forth the argument that under the United Nations protocol for
self-determination the Alaska Native voice was insufficiently addressed when it
came time to determine whether Statehood should take place. The article can be
used to shift discussion to the various ways representation in government is
limited by a variety of factors while also addressing the ongoing struggle of
Alaskas indigenous people to practice self-determination.

Cole, Terrence. (2004) Alaska Statehood Pioneers: In their own Words. [Motion
picture]. Capital Community Broadcasting, Inc. http://www.360north.org/alaskastatehood-pioneers/

A series of interviews with some early participants in either the statehood

movement or Alaskan state government. It is worth noting that the interviewees
are all male, and all white.

Gruening, E. (1967). The Battle for Alaska Statehood. Fairbanks: University of Alaska
Press.

Ernest Gruening was one of Alaskas first senators under the Tennessee plan. His
memoirs are, of course, subjective, but they still provide valuable insight into the
process from the front lines. The book also contains a copy of his speech Let Us
Now End American Colonialism, a primary source that lends itself to direct
comparisons with the Declaration of Independence as well as a discussion on
what colonialism actually means.

Kizzia, T. (1984). Reflections on Alaska's Journey to Statehood. Anchorage Daily News,

pp. 2-23.

This is an insert from the Anchorage Daily News. It is a scrapbook of snapshots

from Alaskas past. It was released on the 25th anniversary of Alaskas admission
into the Union. About half of the 30 articles and cartoons were gathered from the
Anchorage Daily News archives. The other articles are from other newspapers, or
were specially written by historians for the occasion.

Mooney, Richard. (1959, January 4) Alaska Becomes the 49th State [Newspaper Front
Page]. Retrieved July 8, 2015, from:
http://www.nytimes.com/learning/general/onthisday/big/0103.html - article

This headline and accompanying text was published by the New York Times the

5"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"
day after Alaska became a state. It is significant to note the articles placement as
it is buried under other, larger font news stories pertaining to the Soviet space race
and Castros activities in Cuba.
Naske, C. (1973). An Interpretive History of Alaskan Statehood. Anchorage, AK: Alaska
Northwest Publishing Company.

This is a secondary text written about Alaskas journey to statehood. It focuses on

the interpretation that different groups have of statehood, including steamship
companies, the salmon-packing industry, and other forces on the saga.

Naske, C. (1981). Alaska Statehood, the Memory of the Battle and the Evaluation of the
Present by Those who Lived it : An Oral History of the Remaining Actors in the
Alaska Statehood Movement. Fairbanks, AK: Alaska Statehood Commission.

A collection of narratives assembled from oral history interviews with members

of the statehood movement. While not the original transcripts the narratives
provide unique insight into the various motivations for, oppositions against, and
hopes concerning Statehood.

6"
Running"head:"Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"
"

Stage&1&Desired&Results&
ESTABLISHED"GOALS"
"
"
Cultural"Standards:"
FCultural"Standard"A:"CulturallyFresponsive"
educators"incorporate"local"ways"of"
knowing"and"teaching"in"their"work."
FCultural"standard"B:"CulturallyFresponsive"
educators"use"the"local"environment"and"
community"resources"on"a"regular"basis"to"
link"what"they"are"teaching"to"the"everyday"
lives"of"the"students."
"
State"Standards:""
FStandard"A:"A"student"should"understand"
that"history"is"a"record"of"human"
experiences"that"links"the"past"to"the"
present"and"the"future"
FStandard"B:"A"student"should"understand"
historical"themes"through"factual"
knowledge"of"time,"places,"ideas,"
institutions,"cultures,"people,"and"events."
FStandard"C:"A"student"should"develop"the"
skills"and"processes"of"historical"inquiry""
FStandard"D:"A"student"should"be"able"to"
integrate"historical"knowledge"with"
historical"skill"to"effectively"participate"as"a"
citizen"and"as"a"lifelong"learner."

Transfer(
Students(will(be(able(to(independently(use(their(learning(to(
"
FEvaluate"the"relationship"between"state"and"federal"government."
FNotice"ways"in"which"statehood"impacts"their"own"lives"and"communities."
FAcquire"and"pass"on"an"understanding"of"how"statehood"affected"various"groups"of"
Alaskans."
"
"
Meaning(
UNDERSTANDINGS"
" ESSENTIAL"QUESTIONS"
"
Students(will(understand(that"
FWhat"does"statehood"mean"for"people"on"
"
an"individual"level?"
FPolitical"structures"are"shaped"by"diverse,"
"
and"often"competing"interests."
FWhat"are"the"positive"and"negative"impacts"
FAmerican"political"developments"require"
of"statehood?"
both"compromise"and"persistence."
"
FHistorical"events,"such"as"statehood,"can"be"
viewed/understood"differently"by"various"
groups."
Acquisition(
Students(will(know(
" Students(will(be(skilled(at(
"
FThe"difference"between"a"territory"and"a"
FCrafting"a"persuasive"argument"orally,"in"
state"and"the"advantages"and"disadvantages" writing,"and"in"visual"mediums"
of"each."
FAnalyzing"primary"sources"
FThe"different"ways"states"can"be"admitted"
FMaking"connections"between"issues"facing"
to"the"Union"including"The"Tennessee"Plan"
Alaska"in"the"past"and"at"present"
"
FIdentifying"multiple"perspectives"and"relate"
to"them"personally"

Stage&2&&Evidence&
Evaluative&Criteria&

Assessment&Evidence&

7"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"
"
1.) Reading"Journal"
"
"
"
2.) Letter:"Stepping"into"their"shoes."
"
"
"
"
"
3.) Propaganda"Poster"
"
"
"
"
4.) Debate"before"the"Senate"

Group"and"class"discussions""

PERFORMANCE"TASK(S):"
"
1.) "Throughout"the"unit"students"will"be"responsible"for"maintaining"a"reading"journal"
in"which"they"keep"track"of"their"questions,"gather"evidence,"and"develop"ideas"
concerning"the"fight"for"statehood"over"time."The"journal"will"be"turned"in"
periodically"to"be"checked"for"progression"of"understanding"and"completeness."
2.) Students"will"write"a"letter"from"the"perspective"of"someone"living"in"1958."
Students"have"a"choice"of"what"form"this"assignment"can"take."It"can"be"a"letter"to"a"
newspaper"editor,"a"personal"letter"to"a"relative,"or"a"letter"of"support"to"the"
territorial"or"national"congress."Students"will"be"evaluated"by"their"incorporation"of"
period"appropriate"details,"their"use"of"effective"language"and"writing"skills"related"
to"the"format"they"have"chosen,"and"the"internal"coherence"of"their"argument."
3.) Students"will"create"posters"arguing"for"or"against"statehood"from"a"particular"
point"of"view."Recognizing"that"this"is"not"an"art"class,"the"poster"should"be"
primarily"visual"in"nature"but"impactful"use"of"words"is"permitted."Evaluation"will"
be"based"on"the"historical"accuracy"of"all"images"and"words"used,"the"persuasive"
impact"of"the"poster,"and"attention"to"detail"in"execution."
4.) At"the"end"of"the"unit"students"will"present"their"case"before"the"Senate,"taking"on"
roles"of"different"interest"groups"at"the"time."Students"will"be"evaluated"by"their"
selected"and"deliberate"use"of"evidence"from"the"texts"we"have"encountered"
throughout"the"class"as"well"as"also"showing"evidence"of"outside"research.""
"
OTHER"EVIDENCE:"
"
Throughout"the"unit"students"will"work"in"pairs,"small"groups,"and"as"a"class"to"build"
understanding"of"primary"and"secondary"texts"while"also"discussing"ideas"and"issues"
related"to"the"topic."

Stage&3&&Learning&Plan&
Summary(of(Key(Learning(Events(and(Instruction"
Stage"one:"Checking"our"knowledge"
At"the"start"of"the"unit"we"will"attempt"to"gauge"and"assess"students"prior"knowledge,""
Give"One,"Get"One:"Students"are"asked"to"write"down"as"much"as"they"know"about"statehood"in"general"and"Alaskan"statehood"
specifically."Students"will"then"share"their"facts"with"at"least"five"of"their"classmates,"collecting"additional"information"from"them"
as"they"go,"and"correcting"their"own"notes"if"something"is"proven"incorrect."

8"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"

Word"Wall:"In"reference"to"their"own"knowledge"and"what"was"gathered"during"Give"One,"Get"One"students"will"collaborate"on"a"
Word"Wall"on"which"unknown"or"significant"seeming"terms"or"vocabulary"can"be"recorded."Definitions"and"importance"will"be"
discussed"as"a"group."The"Wall"will"continue"to"be"built"upon"throughout"the"unit"with"students"being"asked"to"continue"to"keep"
tract"and"record"important"words"and"terms"they"come"across."
What"We"Know,"What"We"Know"Now:"Check"in,"summarize"where"were"at"as"a"class"
Quick"Write:"At"the"end"of"the"period,"students"are"asked"to"reflect"back"on"their"knowledge"and"the"questions"they"have"going"
forward."Questions"will"then"be"shared"with"the"class,"written"on"a"large"sheet"of"paper"which"can"be"hung"for"everyone"to"see"and"
added"to"throughout"the"unit."

"
Stage"two:"Building"schema""
A"combination"of"primary"and"secondary"source"work"used"to"build"on"what"the"students"already"know,"confirm"the"technical"processes"
Analysis"of"the"Its"a"Little"Something"cartoon."Observation/Question"and"Inference"chart"
Chunked"reading"and"response"of"secondary"textbook"on"the"long"process"of"statehood"
After"the"reading"the"cartoon"is"revisited."Students"are"asked"to"look"back"over"their"chart."What"would"they"add?"What"would"they"
change?"What"questions"have"been"answered?"What"new"questions"do"you"have?"
Repeat"for"technical"understanding"of"Tennessee"Plan"with"a"cartoon"from"the"collection"found"in"Reflections(on(Alaskas(Journey(to(
Statehood.""
"
Stage"three:"Extending"knowledge,"questioning"and"connecting"
This"stage"would"be"the"bulk"of"the"unit"and"would"delve"into"the"reasoning"behind"pro"and"antiFStatehood"movements."
Newspaper"articles,"cartoons,"propaganda,"oral"histories,"and"personal"testimony"will"be"analyzed"by"students"as"they"attempt"to"craft"
arguments"as"to"why"statehood"was"a"good"or"bad"thing"for"diverse"groups"of"people."
Carousel"oral"history"microfiche"texts:"Each"group"is"given"a"person,"asked"to"read"it,"talk"to"the"text"and"as"a"group"pull"out"the"
main"ideas"and"concerns,"keeping"track"on"a"large"piece"of"paper."These"will"be"hung"around"the"room"and"students"will"walk"
around,"keeping"track"of"common"and"divergent"themes."After"making"it"around"the"room,"the"class"engages"in"a"discussion"of"
commonalities"and"differences,"whos"represented"in"the"interviews,"who"is"not."A"video"of"former"Governor"Jay"Hammond"
explaining"why"he"voted"against"statehood"will"be"shown"to"complicate"binaries"between"the"pro"and"antiFstatehood"groups."
Guest"speakers"(both"elders"who"lived"through"statehood"and"others"knowledgeable"about"their"communitys"history)"from"
different"interest"groups"will"be"invited"in"to"discuss"what"statehood"meant"for"them"personally"as"for"their"communities."
Newspaper"articles"and"headlines"from"across"the"nation"(NY"Times,"ADN,"etc.)"will"be"reviewed"in"small"groups"and"as"a"class."
How"was"statehood"viewed"in"different"parts"of"the"country?"After"reading"a"variety"of"headlines"and"articles"students"will"be"
asked"to"craft"their"own"first"individually"and"then"as"small"groups."(A"play"on"the"25"word"summary)"After"sharing"their"

9"
Seven"Staggered"Rows,"Seven"Stars"Each:"The"Struggle"for"Alaskan"Statehood"

"

headlines,"students"will"be"tasked"with"writing"a"brief"newspaper"article"in"their"reading"journal.""
Setting"up"future"units:"students"will"first"examine"a"mock"broadsheet"from"the"satirical"newspaper"The(Onion.(Then"they"will"read"
an"excerpt"of"the"constitution"which"addressed"(or,"rather,"did"not"address)"Native"land"claims"followed"by"part"of"The"
International"Legal"Status"of"Native"Alaska"an"article"written"in"1984"that"addressed"issues"of"SelfFdetermination,"statehood,"and"
Native"representation.""Final"word"protocol"will"be"used"to"make"sure"everyone"has"a"chance"to"speak"in"the"small"group."