Objectives Students will understand the following: Alaska has presented both benefits for and challenges to the United States. Americans were not of one mind on the purchase of Alaska. Materials For this lesson, you will need: Explain to students that they will debate the issue of purchasing Alaska from Russia in the 19th century.
Even though the purchase was consummated more than a hundred years ago, the process of debating will give students a sense of what the government and the people of the United States considered at the time of the decision, lesson plans on alaska.
You will then assign students to sides for the debate. Be sure that students understand the following lesson plans on alaska regarding the nature of a debate: Debaters on each side will alternate presenting arguments to support their case. After each presentation, members of the other side may offer arguments in rebuttal —that is, in opposition.
After the summaries, each member of the audience will vote for the side he or she thinks has presented the most convincing argument. Discuss with students the kinds of sources—especially, primary sources—that will help them understand the movements for and against expansionism in the United States from about to about Instruct students to use index cards to take notes about reasons for purchasing Alaska and reasons for not purchasing it.
They should keep index cards in support of the purchase in one pile and cards in opposition to the purchase in another pile. Remind students to note on each index card the source of the information on the card. After students have completed their research, lesson plans on alaska, divide them into small groups of an equal number; assign half of the groups to argue in favor of the purchase and half to argue against it.
Consider having students take on the role of actual public figures from the period, lesson plans on alaska, including the following: Within each group, ask students to organize themselves so that each member will present one important argument, backed up by facts and expert opinions. Pair each "for purchase" group with lesson plans on alaska "against purchase" group, lesson plans on alaska. Allow time for each pair of groups to debate each other.
Then have the class vote on which group in each pair presented the stronger argument. Instead of assigning roles of the real-life players to students see Proceduresencourage them, based on their research, to decide whom to play during the debate, lesson plans on alaska.
Back to Top Discussion Questions 1. Why had Americans felt little fear of foreign military threats prior to this? What do you think is the American perspective on air power today?
Looking at Alaska from a Japanese viewpoint, why did the Japanese say before the war that building a highway to Alaska lesson plans on alaska be considered an aggressive military act? If you had been the U. Why did Canadians object to the way the United States went about building the Alaska highway?
Considering that it was wartime, were the Canadian objections valid? Considering the relative size and power of the United States and Canada, what options did the Canadians have? How might the United States and Canada proceed differently today? What is your opinion about the actions taken by the United States in the construction of the Alaska highway? When the highway was finished, an official opening ceremony was held even though it was extremely cold.
Why is it that even under lesson plans on alaska conditions, people feel the need for ceremonies to mark events like the lesson plans on alaska of a highway? What is the value of ceremony and ritual to people? What does it do for us? What ceremonies or rituals are meaningful to you? Students should be able to demonstrate why the polar route remains advantageous.
Ask them to lesson plans on alaska other parts of the world that share this strategic advantage. Army Corps of Engineers Have students look into and report on other projects—past or present—by the Army Corps of Engineers, the task force that built the Alaska Highway. In parts of the country where the corps is active, you may be able to have students invite a speaker to address them and to answer questions. All about viagra of Engineering" Elizabeth L.
Back to Top Vocabulary Click on any of the vocabulary words below to hear them pronounced and used in a sentence. Full of steep, rugged slopes. Native to an area, not introduced. The army could not have managed without first nations people Foreshadowing evil; foreboding and threatening.
Those people who explore or search for mineral and ore deposits in an area. Back to Top Standards This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: Understands how physical systems affect human systems.
Knows how the physical environment affects life in different regions. Understands ideas about civic life, politics, and government. Understands major ideas about why government is necessary. Students will understand the following: For this lesson, lesson plans on alaska, you will need: Documents, books, articles, and editorials concerning the plan by the United States to purchase Alaska from the Russians.
Adaptations for Older Students: Newhouse, editor, National Geographic Society, A Brief History of Alaska Statehood Although focusing primarily on Alaskan statehood, this site offers information and photographs of the building of the Alaska Highway. Click on aldactone compared to hydrochlorthiazide of the vocabulary words below to hear them pronounced and used in a sentence.
This lesson plan may be used to address the academic standards listed below.