Module VI- American Period: Transportation and Communication

Essential Question:
What are issues facing Alaskans today related to transportation and communication?

Funding is critical across the board.  Whether it is from the government or down to the local level, maintenance, general upkeep, and projected development requires lots of money. It's hard to get the funding when the projected needs of transportation (highways, avaiation, AMHS) exceeds their combined revenues by $700 million dollars (Let's Get Moving 2030).  In attempt to make a profit or maintain the service, fare prices and other costs continue to increase.

U.S. Coast Guard  Cutter Healy and Russian tanker Renda
on their way to Nome.
Provided by Sara Francis/U.S. Coast Guard via Getty Images
CBS News

Additional issues lie with the climate itself. With nearly 85% of Alaska covered by permafrost, construction and building is complicated as it melts. Icefields take up an additional 4%, dense sea ice, and weather also contribute to the challenges. We all remember the Russian tanker as broke through hundreds of miles of ice to get to Nome. On land, however, the vast size of Alaska takes its toll. Major rivers and large mountain ranges make it near to impossible to connect roads and communication routes to all the villages and towns. No wonder why aviation is vital, but they have their complications too!

On a larger note, climate changes can be linked to the pollution and emissions globally. Alaska's DOT article, Let's Get Moving 2030, further breaks down the percentage released by means of transportation. Aviation leads in emissions at 67%, land travel (not including rail) 19%, and marine 13%.

I highly recommend the Alaska Department of Transportation Let's Get Moving 2030 article. It's very informative and puts things into perspective.



Examine Question:

Identify the three major railroads in Alaska history- where? when? why? ownership? current status?


1)White Pass and Yukon Railway-
Where:  Skagway to Whitehorse- approximately 110 miles long, over 90% of the rail is in Canada

Photo: John Call Benedict, engineer, stops for a photo with Steam Engine No. 5 in 1900
WY&YR facts

When: Constructed in May 1898. Finished in July 1900.
Why: To transport miners and stampeders to the Klondike gold rush and to link mines to main water sources
Ownership: Close Brothers of London sold the route to Canadian investors in 1951.   During WWII, U.S government used rail for transporting military supplies.
Current Status: In 1982, mines and WP&YR operations closed, but the railroad reopened in 1988. Today, it hosts many tourist excursions and hauls freight.

CR&NR along Abercrombie Canyon with steam shovel
John Urban Collection, 1896-1913, Vilda AMRC b64-1-150

2) Copper River and Northwestern Railway-
Where: Port in Cordova to Kennecott copper mines, approximately 196 miles long, nearly 50% on elevated structures (bridges, trestles)
When: Completed in 1911
Why: To complete a route from interior mines to open bodies of water (through Cordova). Also, shipping of mostly copper ore and some gold and silver
Ownership: Alaska Syndicate bought railroad from Michael J. Heney in 1906.
Current Status: Mine and railroad abandoned in 1938. Land and bridges donated to U.S. government for road development.

3)Alaska Railroad-
Where: Resurrection Bay in Seward to Fairbanks, freight can continue to the Ellison Air Force Base, overall 520 miles of track
When: Completed in 1923

Our trip from Anchorage to Seward on the 4th of July
via the Alaska Railroad.

Why: Route from interior mines to Gulf of Alaska. The transporting of military supplies during WWII and for construction of pipeline.
Ownership: Alaska Central Railroad Company in 1903 was bought out by a group of Canadians in 1904 until they went bankrupt. Alaska Northern Railway Company, originally Alaska Central, purchases it in 1909-1910.
Current Status: Transportation of visitors/tourists, 10 various tours, 6 schedules varying through the year, hauling of freight, up to 8 million tons according to Alaska Railroad.




Extend Question:
How adequate are the systems in your region of the state?

I think the systems in the Southeast are quite adequate. From a water perspective, the Alaska Marine Highway in this region stretches from Bellingham,Wa to Skagway, Ak. From there you can get connections to any other regions in Alaska. The one issue I see, but would be hard to alter, is the timing of arrivals and departures and the duration spent in a port. I know I've ran into problems with that before. The AMHS constantly looks for new ideas and technologies that will benefit the marine highway and its travelers. Furthermore with water travel, cruise lines bring the annual tourists that help support the port towns along the coast. The SE economy would diminish if this system was inadequate or non-existent.

Air travel in the SE and anywhere in Alaska is a prominent means of travel. Either by helicopter or by plane, this method is the quickest way to transport cargo and people in and out of the area.  One downfall is how expensive it is to fly with in the state and trying to get out, but there are many other in state flight companies that can be of aid if one doesn't work out.

Southeastern communication reminded me of how I was going to answer one of the other extend questions in regards to the capitol's location here in Juneau. I enjoyed this because I asked several colleagues on their thoughts. Across the board, everyone stated how much technology has changed and has greatly improved, allowing the governance of Alaska to be successful in Juneau. The legislature is among the many who contribute to the very impressive usage of teleconferencing. Alaskan residents can follow representatives on their personal websites, radio, television, newspapers, etc. All the information can be found online! One of my colleagues told me an interesting fact as we closed our discussion. She said that if the topic of moving Alaska's capital up North came up, she'd ask the individual if he/she participated in the local government. Too often she heard no. It makes you wonder how involved the person would be if the capitol was to be moved to a different, more central location. Just an interesting thought.

Evaluation:

One of my first accidents happened while working on this blog. Auto-save doesn't always auto-save. Lesson learned...bummer. Nonetheless, I'm really enjoying the content of this blog as well as spending the time to look at other blogs.  In relation to the content, just this last summer, my family came up to visit and we drove from Skagway to Whitehorse and then to Haines. It was a great trip, and I got to experience the variety of transportation around Alaska. I'm thankful that I live in an area that is so diverse. Even though I may have visited a glacier by boat, it's a completely different experience seeing the same glacier from an aerial perspective.  I've enjoyed getting to learn about the assorted modes of transportation: air, water, and land.

Blog Comments:
Shannon's blog is visually appealing and informative. I liked how she incorporated personal photos into her blog.

Robin had a nice presentation for her re-cap of Module V. It was easy to read and easy to access previous and new information through her hyperlinks.

Great opening photo in Joan's blog. Being new to Alaska I guess I never truly understood the dynamics of the pipeline and how it cuts through Alaska. I further liked how she tied in current events to our topics. It's very fitting since the legislature is in session.

Module V: American Period: Alaska's Economy

Essential Question:
What have been the major components of the Alaska economy during the American period of 1867-present

Picture I took of a fishing wheel outside of Haines

Through this module we learned of the large spectrum of components that make up the Alaskan economy. Some more prevalent at the beginning of Alaska's purchase by the US, around wars, or in more present times. Each component brought revenue into the economy, but they also greatly contributed to the employment of Alaskan residents.

State of Alaska Department of Labor
and Workforce Development

Alaska History and
Cultural Studies

Water resources include the fishing market and hunting of marine animals, predominately for fur. Approximately 6 billion pounds of seafood is caught every year (Alaska Division of Economy). The Alaska Department of Fish and Game projects that seafood contributes $5.8 billion to the economy.

Expedition possibly in Sitka, 1899
Library of Congress Prints
 and Photographs Division Washington D.C.

Tourism helps the economy in several aspects. In 2008, tourism employed approximately 25,000 individuals (Knapp, 2012). According to the Alaska Office of Tourism and Development, their trend research estimated 1,532,400 visitors during the summer months of 2010.  57% of the passengers traveled by cruise ships, 38% by air, and the remaining by highway or ferry. Tourism during the summer months has been on the slight decline since a high of 1.7 million during the summers of 2007-08 (Alaska Office of Tourism and Development).




Natural Resources in Alaska includes various minerals, oil, and timber. Oil revenue contributes approximately 88% to the Alaskan economy.

Provided by the State of Alaska Commerce
Division of Economic Development

Picture I took on our trip from
 Whitehorse to Haines.

One of the most important aspects of the economy is from federal spending. In Gunnar Knapp's publication on Alaska's Economy he has great graphs that break down spending in 2008, amongst many other attributing factors. Examples included: military procurement contracts $1989 million, salaries and wages $2206 million, medical assistance programs $693 million, highway planning and construction $383 million, airport improvement program $186 million, and Indian housing block grants $80 million. If you get a chance, definitely look as his article.


Examine Question:
What were the main reasons for the American purchase of Alaska?

John Gast, American Progress (circa. 1872)

There were multiple reasons for the United States to purchase Alaska from Russia. The United States was not the only country that was initially interested in Alaska. England, France, and Spain also had potential in the race for new territory.  A main reason to venture North was through the idea of Manifest Destiny. Westward expansion of settlers in the lower 48 states had now extended North to occupy new lands and opportunities from the Russian owned Alaska and possibly territories in Canada.

In addition, the United States was also looking for backup. With the global idea of expansionism, extending influence and controls over the lands, the United States felt the pressure with their newly developed country and looked at Russia as a possible ally.

Another reason was what the land had to offer.  All 570,641 square miles of Alaska provided multiple and seemingly abundant resources.  Minerals, fish, and furs, were the predominate supply that attracted individuals to the area, some still to this day. From that, job opportunities multiplied in obtaining those resources and trading in and out of Alaska. The US would also benefit in having a shorter distance to exchange goods with, such as Asia. The Russian-American Company greatly exercised the use of large coastal trading ports and merchandise warehouses; now the US could take advantage of these establishments and commerce.

On a very far, side note, there was an additional source that I came upon which talked about multiple land purchases around 1867. I found it interesting to look at other purchases around that of Alaska's.

Virgin Islands boundary

William Henry Seward, Secretary of State, underwent negotiations with Denmark; a treaty was signed and then ratified in Denmark. The US Senate compared the $7.5 million asked price of the Virgin Islands to the $7.2 million purchase of Alaska. Land size, 133 vs. 570,641 square miles, and economic opportunities in comparison to the asked price was the deciding factor to not purchase the Virgin Islands. Virgin Islands link. The US later purchased the islands in 1916 for $25 million...(Frommer's Virgin Islands)



Evaluation:
I found this week's module very informative and somewhat more relatable since I'm affected by Alaska's economic status. It was interesting to read about all the various contributions to the Alaskan economy. I personally, liked the charts that compared the economic attributions through out Alaskan history.

Since I grew up elsewhere and recently moved to Alaska, I compared and contrasted the types of economies. I could relate to the information in regards to the lumber industry because that was the staple mark of the area I grew up in. Comparing the end product of board feet with the numbers from other areas was helpful. In 1973, Southeastern Alaskan timber produced 700,000 million board feet versus Idaho's 1.65 billion board feet in 1973. I also really enjoyed all the information on how Juneau was created around mining. I look at the geography differently now, especially when trying to picture tunnels going under the channel that I look at through my window every day. It's amazing!

Statistics for the Idaho's timber can be found at Idaho's Forest Product Industry.

Blog Comments:
I agree with Wendy that sometimes it seems like all the information can easily get jumbled together and finding a way to organize the information can help, such as the 18th century timeline she had posted. It helped me gauge and distinguish the different events.

Christy brought up a great point of how the fur industry was a major contributing factor that led to a decline in the Alaska Native culture. It's unfortunate how one thing can lead to another, and another, and another..It was a great representation of cause and effect.

I liked Lane's section where he very broke down the Creole class. In addition, the image of Spanish named areas and points of contact along the Alaskan coast helped recap their influence in Alaska.

Module IV: Russian America

Essential Question:
What is the legacy of the Russian colonization of Alaska?

The Russian's legacy in Alaska can be seen in various forms.

Iron

The introduction of new tools and technology helped with every day tasks, and introduced new ideas to adopt.  The use of larger farm animals can be beneficial in pulling larger sleighs and wagons, in comparison to the use of dogs. Iron and other metals brought to Alaska were prized for trading and making tools.

Russia left a footprint in Alaska by establishing its first library and museums, as well as introducing Russian Orthodoxy. Some of the religious books were further translated into native languages.

Alaska, Russian-American Company Site,
Sitka 1805Image courtesy Alaska Library

The Russian American Company controlled the trading within Alaska's posts and internationally.The natives, however, had a trying relationship with the RAC, since they were the ones doing the hunting and trapping. Too often, prices and exchanges were unfair. Furthermore, the RAC helped gain the support needed to run the facilities in Russian America, such as schools, medical facilities, and churches.

 

Russian copy of the Treaty of Cession, March 30, 1867
Courtesy of the National Archives

Colonization brought many hardships to the Alaska Native groups. Diseases and illnesses swept through villages. Children were kept hostage in order to get desired results from family and/or village. Resources once readily available in areas were now meager.  Disputes between the settlers and the natives were a vicious cycle that ended with numerous deaths and destruction of ships, villages, forts, etc.

Once Russia realized that they were nearing bankruptcy and wouldn't be able protect their lands, they decided to sell.  The United States purchased Alaska for $7.2 million in 1867. Some native groups were upset with the event since it was never the Russian's land to sell.




Examine Question:
Why were Russians interested in Alaska?

A 1794 drawing of the Russian fur trading settlement on Kodiak.

Russian interest in the state of Alaska was explained by the determination of countries to expand their lands and power. Peter the Great was one of the individuals who strived for this imperialistic control, extending from parts of Europe to China's waters. Coastal ports were then able to house the construction of the ships that would travel across to explore new lands. Peter made sure to select individuals that could carry out his exploration plans after he passed in 1725.

The 1720's and early 1740s were listed as the main starting points where Russians explored Alaskan lands and crossed paths with the natives. In 1741, Georg Steller traveled as a naturalist with Vitus Bering's  expedition to Alaska. Stellar had a different approach as a naturalist, versus 'we come and we conquer'. According to the Alaska History course website, he was interested in the plants, animals, land features (ice pack), and how the various elements work together. It was interesting to learn that both the Steller Jay and Steller Sea Lion received their names through his research, among several other animals that can be seen through his link. (The Steller Sea Eagle is beautiful. I didn't know such a bird exists.)

Link

Alaska, Russian-American Company Sealskin Drying Station
Image courtesy Alaska Library

Other main interests included the resources available. Russian groups realized how the abundance of fury land and sea mammals could be very profitable. Pelts were traded and/or sold to other countries for big money or other resources. The Alaska Heritage mentioned how within a 56 year time frame, Russia left Alaska with about $6 million in pelts (187,000 pelts). When resources seemed so abundant, trading skyrocketed. Residents, trading posts, and other structures flocked to where the trade routes, ports, and resources were most readily available.   Unfortunately, once the resources were depleted or lacking in one area the groups would move to the next profitable site.


Extend Question:


It was really interesting reading the Russian American Reader.  I found the epidemic timeline eerie as it spans from the 1st epidemic of respiratory illnesses in 1791 to the last mentioned in the American Period, influenza and measles epidemic, where 25-50% of the population died. The reader also had a chart that separated the native population numbers into 4 geographical areas. Some numbers drastically dropped, while others greatly increased by the thousands. The site gave reasons for such fluctuations. Lastly, the documentations of communication between Alaska and Russia gives you an idea of how they perceived the exploration and their missions.

Evaluation: 
I had a little more difficulty this week because I didn't have the time I would've liked to really look over and explore additional information on the outside influences to Alaska. Lots of resources. Besides that, I did enjoy learning on this short, but significant section of history. I personally liked the Russian American Reader and its documentation examples.


Blog Comments:
Niki's blog was really easy on the eyes and to read. She did a great job with the use of photos and summing up this past week's module. I also like her used of hyperlinks back to assigned readings and to new information.

I enjoyed reading Joel's response in Module III in regards to defining culture. He brought up some very good points. I also liked reading about his experience in Toksook Bay.

I agree with Crystal's responses on culture and that there is not one thing that can define culture, it's a cluster of characteristics. Culture can be defined as broad or as narrow as we want to.

Module III: Cultural History

Essential Question:
Is there an "Alaskan" culture? How could it be described?


Yes! I definitely think there is an Alaskan culture. From a broad perspective when I first moved to Juneau, I heard everyone was all about Xtra Tufs and no one ever used umbrellas. Well, I later learned why all this appears to be true. First off, I didn't realize how much rain the Southeast really got, and Xtra Tufs are sold pretty much anywhere and last forever. If you have a hole, I've heard duct tape works great! Secondly, I underestimated the types of rain in the Southeast; umbrellas do NOT withstand 40mph horizontal rains.

During the summer and early fall months, cruise ships bring thousands and thousands of people from around the world to get the real "Alaskan" experience. From a tourist point of view, Alaskan food culture is the amazing crab, salmon, and other seafood. I had a lot of tourists ask me questions about deadliest catch. Some, on the other hand, get to live the experience of traveling by float plane, helicopter, or by boat to make that big catch, or big hunt. I'd have to say most come to Alaska for its shear beauty of mountains, abundance of glaciers, colorful river valleys, and of course, more fishing.

I believe the main part of "Alaskan" culture is understanding the first peoples who inhabited the area. Listening and observing how people have molded around the state of Alaska through their traditions, clothing, tools and weaponry, housing, beliefs, and language will help develop that initial platform. I admired the change in words in one of the readings, asking if Alaska should be viewed more like a salad bowl than of a melting pot. Instead of necessarily melting together, each part stays as its own individual, but contributes to the whole.


Examine Question:
Who and where are the indigenous peoples of Alaska?


From this Module, I was informed of 11 main indigenous peoples that inhabit Alaska. Each of the groups may have multiple dialects and can further be divided. Across the state of Alaska, all cultures rely on subsistence, and we've read and watched videos on how important this type of lifestyle is for Alaskan Natives. Regalia is prominent in all the groups, tunics, headdresses, masks, tattoos as examples. Also, it seems that a majority, if not all the cultures are a matriarchal society. It truly takes a village to raise the young and pass on a culture.  On a quick note, I'm not sure of the best way to inform my readers of all the content that was discussed and absorbed through this module, but I'll try to have a very condensed version of who and where are the people of Alaska.

The Athabascan culture can be found in interior Alaska, the largest portion gaining access to 5 major rivers. Surprisingly, they have 11 different languages, in comparison to others with only one. Having a hunter and gatherer way of life allows for clothing, weapons, means of transportation, and many other essentials to be made out of animal hides, furs and bones. Trading also allows the Athabascan people to obtain necessities they don't have access to.

The southwest has two dialects, Yup'ik and Cup'ik. This marine culture has multiple settlements that support a highly mobile lifestyle. Genders live in separate facilities. Men in a 'qasgiq,' much larger than the living spaces for the women. Qasgiq's size allows the building to be used as community centers for celebrations and gatherings. Yup'ik and Cup'ik society is often lead by successful hunters and assisted or influenced by shamans.

Inupiaq groups live in the northwest, including St. Lawrence Island. I found it interesting to learn about the home structures and accessibility only by underground tunnels. The online article mentioned how these summer homes housed 8-12 individuals and flooded often. In addition, the hunting process amazed me by how involved the community is upon the retrieval of a whale, not only the hunting aspect, but also the butchering process. The Inupiaq people believe in reincarnation. To honor the passed individuals, newborns are given their names.

Aleut and Alutiiq groups inhabit southwestern Alaska, which spans across the Aleutian chain. These seafarers have also adapted to life along the ocean. Homes are built in pits, low to the ground to withstand the harsh weather and camouflaged against the terrain. The single rooms can be accessible by a ladder in the middle of the room. Similar to the Inupiaq's, homes can consist of whale bones for the main structure. Clothing for these groups of people may be dyed, consist of puffin beaks or feathers, and made from skins and furs.

Totem Bight State Park,
Ketchikan 

Chilkat Weaving
by Anna Brown Ehlers

Southeastern Alaska consists of 4 different groups: Eyak, Tlingit, Haida, and Tsimshian. Key differences can be seen in how each culture is divided with in. Eyak, Tlingit and Haida are divided into moieties versus Tsimshian phratries. I enjoyed this section because it helped me further understand what my students tell me about their lineage.  Between the 4 groups, each has 3-4 dialects, with Eyak only having one. Similar to other regions, salmon is a huge staple mark in the southeast along with other means of hunting and gathering.  Housing varied, but the one that stood out was that of Tsimshian. It was interesting to read the Alaska History and Culture website that the large, wooden houses were in rows and always faced the water. The southeast is home to the largest number of totem poles and the point of origin for the Chilkat weaving style by the Tsimshian.

Extend Question:
I've been introduced to the Qwich'in tribe and caribou video before so I chose to write my extend question on the Inupiaq whale hunt. The Inupiaq people are dependent on the bowhead whales just like the Qwich'in are of the caribou. Both have built their cultures around the food source. I find in very scary how the Inupiaq people must be so cautious when choosing their pathways across the ice for whale hunts. They must plan escape routes back to land locked ice, if their ice cap happens to break up. It's a group and village effort to catch these whales, pull them ashore, and divvy up the meat. With both the Inupiaq and Qwich'in, they give thanks back to the land and animals through prayers and celebrations.

Evaluation:
I found the interactive maps the most helpful when learning about the cultures and language groups. You can also see what land features, such as mountain ranges, act as a divide between two different groups of people. The Teacher's Domain has some great videos that I think can be useful in the classroom. Some of the videos in this module I have seen before, which is nice to be able to touch on again. Overall, it was a little difficult to try and sum up all the information to answer questions. There is a lot of information and felt my responses might have been too fragmented.

Blog Comments:


I enjoyed reading Claire's blog about how Girdwood is influenced by water. I've only been there 2-3 times and never realized there were that many glaciers in the area. Plus, 650" of snow?! Wow that's a lot! The drive along the inlet is beautiful with all the wildlife and physical features. The colorful sunset on the drive back in to Anchorage is also mesmerizing.

Gary did a great job with the use of Google Earth and map representation. It's amazing how big Alaska is when overlapped with the lower 48 states. Including the Aleutian Islands, it's as wide as the continental United States.

Tina pointed out the changing natural systems in Alaska is continual. After talking to some individuals that have lived in Alaska their whole life, it is shocking to hear how much the glaciers have receded back into the valleys. I'm curious and sad at the same time to how quickly I'm going to be able to identify these changes since my arrival in Alaska.

Module II: Natural History

Essential Questions:
How does the knowledge of natural system inform our understanding of cultural systems?

Knowledge of our natural systems most definitely affects and will increase our understanding of cultural systems. With the state of Alaska sitting on the edge of the ring of fire, the areas are prone to volcanic, earthquake, and tsunami activities. Researchers have to fully understand and calculate inundation lines in order to provide a safe place and altitude for its residents to escape natural disasters, such as tsunamis and floods.

When I lived in Idaho, our small community was along two joining rivers and there were dykes that kept the water away from residential areas, businesses, and farm land. In 1996, the dyke broke in several areas and flooded our town, I think I was around 8 years old at the time. I remember one of the evacuation sites was where my mom worked, and Elementary school which stood at a slightly higher elevation, but could provide shelter to a lot of our residents.  My dad helped build a sandbag wall to protect the downtown businesses, while my mom, sister, and I stayed at the Elementary. It was very sad seeing our friends having to evacuate, and not being able to return to homes for quite some time. In learning the hard way, many thought twice about how and where they would reside. Whether you want the luxury and beauty of living on the water’s edge, and building on stilts, or move to a higher elevation outside of the inundation zone; some stayed put and just rebuilt.

 Residents in Alaska have modified their culture and way of live because disasters, such as flood, to inhabit areas where others might never think about living. Those of us looking in, can distinguish how, for example, Southeast Alaska’s culture is much different than the Artic North, by studying this module. Also, learning how and why plant and animal patterns change due to the fluctuation of the environment, such as ice melts, thawing permafrost, receding glaciers, and increasing water levels, goes hand in hand with the necessary changes people will have to make too.

Examine Questions:

Whittier USGS

How are tectonic forces responsible for earthquakes and tsunamis?

During this module, I really liked the interactive sites with the explanations on how nature disasters, like earthquakes, volcanoes, and tsunamis, occur. In a short explanation, earthquakes and tsunamis are a prime representation of cause and effect. As the plates float on the molten lava, they habitually run into each other.  The stress and tension that builds up between any of these 7 major tectonic plates can result in an earthquake. The Tectonic Plates, Earthquakes, and Volcanoes, provided in this module, is a great little video that highlights all the activities along the ‘Ring of Fire’ and between other plates. Another good, interactive website to check out is on earthquakes.   

Furthermore, it was interesting to learn about the Aleutian Trench and how the Pacific plate is moving under the North American plate at a rate of 2 inches per year. This fault process is called subduction.  Another highly active location is the San Andreas Fault that runs along much of the west coast. This type of fault is considered a strike slip because the North American and Pacific plates collide and slip past one another, causing approximately 10,000 earthquakes per year along this particular fault line.

Tsunamis occur hand in hand with earthquakes. When there is a sudden shift in the Earth’s crust, usually because of a massive earthquake, tiny ripples start from the region of impact. Out in the sea, they look harmless, but that’s because the water is so deep that the sudden water displacement is hard to notice. However, as those ripples make it to shallower waters it greatly intensifies.  For example, the devastating Alaskan 9.2 earthquake that occurred March 27, 1964 created a tsunami that plagued coastal towns and villages.  According to the Alaska Tsunami video, the surges can travel at speeds of 500-600 mph through the water. 

Extend Question:

Describe the geography of the place where you live:

The geography of Juneau is beautiful. Living in a temperate rainforest, I’ve come to the conclusion that you have to like all types of precipitation, especially that of rain, or you’ll go crazy. I never truly appreciated the variations of rain from a light mist to horizontal, drenching showers.  As described on Alaska History and Cultural Studies, Juneau is part of the marine division that encompasses Southeast Alaska. Furthermore, weather systems are obstructed by the high, coastal mountains, causing torrential downpours of snow or rain throughout the year.

A picture I took of a glacier at
Mendenhall Lake

Despite how much rain Southeast Alaska receives, the beauty attracts many to the area. There are multiple glaciers around the region to enjoy, some receding and some still growing. One glacier in particular in Juneau is a hot spot for tourists during the summer and that is the Mendenhall Glacier. This last summer,  I was lucky enough to have several opportunities viewing glaciers just south of Juneau on the Taku River by float planes.  Seeing glaciers and parts of the ice field from the air is spectacular!  I look forward to viewing glaciers by other means of transportation, like the Sawyer Glacier in Tracy Arm by boat. That’s one of my goals for my 2^nd summer season in Juneau.

A picture I took of the East Twin Glacier on the River last summer

Besides the glaciers, there is so much more that composes Juneau’s geography. The highest elevation is approximately  3,800-4,000 feet .  Here’s Alaska Trekker that includes biking, hiking, and leisure trails in the area through our terrain. With being a coastal city, Juneau residents had to adapt to live along the waters edge and still maintain many of the activities and more, from subsistence fishing to whale watching. 

Evaluation:

I really enjoyed this section, especially all the numerical facts. I didn’t know that Alaska provides 1/3 of the U.S.’s fresh water supply. I knew a larger percent of Alaska’s fresh water was in the form of glaciers, but didn’t realize that it was 75% , and 5% of Alaska consists of glaciers. Since living in Alaska for only a year and a half, I’ve gotten to view many glaciers, first around the Prince William Sound and mostly around Juneau. The colors, sound, and magnificence never get old. It is sad, however, talking to individuals who have grown up with the glaciers and mention how much the glaciers have receded, ex. Mendenhall Glacier. Another topic area that I was not familiar with at all was permafrost. Having a very vague idea, I enjoyed reading about the massiveness of the layer of permafrost, spanning over 80% of Alaska and reaching depths of 2000 feet.

I took a lot of notes in this section, not necessarily to help write question responses, but also for my personal knowledge. I plan on relaying these links and resources to some of my colleagues and my mom who teaches a section of Alaska history to her 5^th grade students. 

Blog Comments:

Niki Underwood's extend question in regards to the 'Sleeping Lady'. When I first visited Anchorage, that was one of the first features that was pointed out to me, yet I never knew how this geographical feature received its name. The story link within the blog provided a lovely story, thank you Niki.

I liked in Marg Clabby's Module I responses to the connection between people and place in her community. definitely can relate to the information posted on the the lumber mills. My small community in Idaho relied on logging and we had two plywood mills. I used to work at the Potlatch mill when I was home from college during the summers.

In Peter's blog, I like reading about his extend question with his stay at the military base in Dutch Harbor. Describing the trenches that were still there with barb wire gave me chills. What an experience though to be able to stay at the barracks and see this piece of history before it was demolished.

Module I

Essential Question

How can educators use new media to better reach and teach Alaska’s students?

            I think that media is a key resource in the classroom. The internet provides numerous aides for teachers and students. Websites like the Teacher’s Domain offer great assistance for all ages and in multiple subject areas.  Furthermore, I’ve seen Google Earth used multiple times in the classroom. It gives students a great perception of place and geography. Students can look at weather systems, time lapses, historical areas, ocean features and much more.

As the gizmos and gadgets change with every generation, we should strive to incorporate this technology into the classroom.  The daily devices that students use can be turned into educational tools if we go about it properly. Any of the Apple devices can be used for so much more than music downloads and such. Even YouTube can be used as a tool. At a 2008 Fall Literacy Conference at the University of Idaho, I choose a forum that involved YouTube in the classroom. It made me think of the website in a different light.

There are also gizmos and gadgets that have presented themselves in multiple classrooms. Smart boards have been very beneficial, increasing the interaction between students and the understanding of materials. This correlates with all the new overheads too. Certain models of Kindle’s have modified e-reader features to help students with learning disabilities. The text can be highlighted to help track where the reader last left off. Also, text can be read aloud when highlighted.

This is a great website for other ‘Digital Gadgets’

http://school.discoveryeducation.com/schrockguide/gadgets.html

Examine Question

 How can non-indigenous and indigenous teachers help students to embrace both ways?

           The biggest way non-indigenous and indigenous teachers can help students see both ways is through communication and encouraging a open mindedness.  Being non-indigenous myself and only being in Alaska for a little over a year now, I enjoy learning about the culture that surrounds me. At first, I was a little reluctant to ask questions. Since then, I’ve developed a great relationship with my students and staff, and I am able to communicate on a much deeper level. It just took time.  I enjoy making that connection and being able to exchange stories and culture.    

In one of my other classes, there was an article that mentioned how a teacher would introduce a new science lesson. He approached it by asking the students where would you place a fishing net in a stream and why. After the students explained their answers, the teacher introduced the terms that defined and supported their conclusions. I liked how the teacher was able to introduce completely new information, and the students already had a grasp on the concept because it related to personal experiences. Any individual is able to understand new content material if he or she can relate to the topic at hand. 

The Spirit of Subsistence Living video was a great representation of this examine question. Being able to fully emerge in a culture and learn its practices would help me further embrace the tradition and develop a more culturally rich curriculum. I would like to participate in something like that. 

Extend Question
  What educational cultural connections can you make in your community?

     There a multiple cultural connections that I can make in my community. Some of the connections I’ve been grateful to have already made when I first started in Juneau. One of the first things my principal wanted me to do, as part of my program, was becoming familiar with all the community resources that our students will need connections to. By doing so, I have maintained relationships with individuals who I can count on to pass on cultural values and traditions to our students.

During Elizabeth Peratrovich Day last year, I invited two Tlingit individuals to speak to our students and staff. One is a well-known and respected elder in the community, and the other, an inspirational presenter who many of our youth know. In addition, a gentleman I’ve worked with during the year brought his drumming group to the event and performed. It was great to see some of the students get out of the seat and join the drumming circle and even sing.  Our lunch was then prepared by students and the volunteers who had donated food to make a delicious, traditional meal.

You can never have too many connections. I will always be looking for new and different activities, and look at Juneau’s large cultural network to help me do so.

Evaluation

 This is the first time I’ve been introduced to the Teacher’s Domain. I’ve found it a little overwhelming, just
because there are so many resources. Once I familiarize myself with its entirety, I look forward to using it the
future.

Priest Lake, Idaho

Priest Lake, Idaho

Growing up, I would spend my summer and early fall months driving several hours to my grandparents cabin in northern Idaho. Family reunions, occurring every summer during the July and August week, were something that could never come soon enough for an eager little girl. While family members would relax on the end of the dock, the cousins could be heard throughout our bay hooting and hollering while playing 'tip the raft'. Other days were spent hiking, biking, picking huckleberries, fishing, basking in the sun, playing card/board games, and helping grandma make tonight's desert ...yum!! Nights would often end with a very full belly and the warmth of a bonfire.