AK STUDIES / PACIFIC RIM / CURRENT EVENTS
COURSE DESCRIPTION
This fully integrated, collaboratively taught social studies content class will provide all students an opportunity to explore Alaska and its relationship to the rapidly changing cultures and growing nations of the Pacific Rim Lesssons and/or activities will focus on the geographical, economic, political, and social factors which have most affected the Pacific Rim and Alaska between 1885 and present. In particular, students will examine the changing economic and competitive forces shaping global trade and develop the skills and judgment necessary for decision making in a rapidly challenging environment. Behavioral expectations will stress mutual respect, collaboration, and a shared and stated goal of achieving the final outcomes. By satisfying requirements of this class, all students will become more informed local, cultural, state, national and global citizens.
SWRSD OUTCOMES
Outcome 2: Students will understand, accept & appreciate their own language & culture & the cultures of
others.
Outcome 4: Students learn and understand their rights and responsibilities and work together as members of a
democratic society.
Outcome 5: Students demonstrate honesty, respect, concern, and caring for themselves, their environment, and
others.
Outcome 6: Students use a variety of ways to think & reason when solving problems & making thoughtful
decisions.
Course Outline
CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher made tests and rubrics)
Major Units of Study
A. History of the Pacific Rim 1885- Present
Alaska Content Standard(s): History - Standard A
(A student should understand that history is a record of human experiences that links the past to the present and future.)
Alaska Content Standard(s) : History - Standard B
(A student should understand that historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. Correctly spell, define, and use in proper context a variety of key terms and concepts (feudalism, authority, power, culture, tradition, contemporary, ideology, sovereignty, empire, expansionism,
colonialism, Monroe Doctrine, Hay-Villia Treaty, interment, Japanese Steel embargo).
3. Explain the major conditions and processes related to the development of human cultures (environmental
conditions and resources, adaptation, migration, isolation, discovery, invention, diffusion, acculturation,
assimilation).
2. Create a timeline that summarizes major events during each of the historical eras in Pacific Rim history
(e.g., Feudal, Colonial, Expansionist, Industrial, World War I, Depression, World War II, Communist
Expansion, the 80’s, and the Technology Decade).
B. The Geographical Setting
Alaska Content Standard(s): Geography - Standard A
A student should to make and use maps, globes, and graphs to gather, analyze, and report spatial information.
Key Elements: Student will know about, understand, and demonstrate the ability to
1. Correctly spell, define, locate, and use in proper context a variety of key terms, concepts, and the locations
of geographic phenomenon (demographics, distribution, migration, agrarian, marine, Yang Tze, Yellow
River, Columbia River, desert, South China Sea, ring of fire, Andés, China, Japan, Korea, Indonesia,
Chilé, Siberia, Pacific Northwest).
2. Explain the five themes of geography, including location, place, movement, regions, and human
environment interactions.
3. Explain how the geography of the Pacific Rim region has played a major role in the development of its
many unique cultures, world views, economic, trade, and political systems.
4. Compare/contrast different sub-regions of the Pacific Rim and explain how geographical factors have influenced the holistic development of the region.
C. Economics and Trade
Alaska Content Standard(s): Government and Citizenship - Standard F
(A student should understand the economies of the United States and the state and their relationships to the global economy.)
Alaska Content Standard(s): Government and Citizenship - Standard G
(A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies.)
Key Elements: Students will know about, understand and demonstrate the ability to
1. Correctly spell, define and use in proper context a variety of key terms/concepts (trade, inflation, recession, flow chart, embargo, tariffs, trade deficit, import, export, futures, stocks, markets, resources,
ANWR/Kaktovik oil fields, the World Bank, NAFTA, GATT, and APEC).
2. Explain the significance of trade between the Pacific Rim nations and Alaska’s dependence upon these
nations for its economic success.
3. Explain commercial fisheries complications between Alaska, Canada, Washington State, and Oregon, and
recognize the factors involved in the Bristol Bay Salmon fisheries successes and failures.
4. Use a systematic decision making process to make sound business and investment decisions based on
current market and economic trends.
5. Describe ways that Alaska economics and trade have developed and changed since WWII.
6. Understand the role of the Bristol Bay Natives Association and each local village corporation’s role in the
economic future of the region.
D. International Relationships
Alaska Content Standard(s): Government and Citizenship - Standard D
(A student should understand the role of the United States in international affairs.)
Key Elements: Students will know about, understand, and demonstrate the ability to
1. Correctly spell, define and use in proper context a variety of key terms and concepts (legislation,
constitution, delegation, policies, factions, expenditures, capitalism, communism, socialism, sovereignty,
ANCSA, domino theory, zone of influence, and United Nations ).
2. Analyze how international, national, and state governmental policies affect trade, economic stability, and
growth.
3. Explain the significance of key institutions in Pacific Rim relations and trade (e.g., Alaska State
Legislature, state and federal agencies, Native corporations, international business corporations, World
Bank, U.N.).
4. Compare/contrast the political systems of the Pacific Rim nations and discuss the dynamics created
because of political differences and conflict).
E. Historical Inquiry
Alaska Content Standard(s) : History- Standard C
(A student should develop the skills and processes of historical inquiry.)
Key Elements: Students will be able to know about, understand and demonstrate the ability to
1. Use appropriate technology and resources to access, retrieve and organize relevant and useful historical
information from a variety of primary resources (letters, diaries, oral accounts, archaeological sites and
artifacts, art, maps, photos, historical sites, documents) and secondary research materials (texts, books,
almanacs, encyclopedias, newspapers).
2. Apply thinking skills (hypothesizing, analyzing, interpreting, classifying, synthesizing, evaluating,
concluding, generalizing) in order to better understand historical records and solve common everyday
problems.
3. Demonstrate critical listening, reading, observational, and thinking skills in order to recognize bias,
prejudice, propaganda and other discriminatory or manipulative practices (For example......?)
F. Major Integrative Skills
Alaska Content Standard(s) : History- Standard D
(A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and lifelong learner.)
Key Elements: Students will know about, understand, and demonstrate the ability to
1. Correctly spell, define, and use in proper context a variety of key terms and concepts (classify, analyze,
interpret, evaluate, merit, tradition, projection).
2. Establish, define, and defend a personal position on issues (subsistence, free trade, citizen rights and
responsibilities, commercial fishing rights, ANWR oil production) by demonstrating understanding of the
historical aspects of the issues and with respect for the positions and roles assigned to or assumed by
others.
3. Incorporate knowledge of history into projects with other disciplines, including language arts,
mathematics, physical sciences, life sciences, business education, industrial arts, fine arts, and other
branches of social studies.
G. Logic and Reasoning Skills
Alaska Content Standard(s): Language Arts & Mathematics- Standard D
A student should be able to use logic and reason to solve mathematical problems.
Key Elements: Students will know about, understand and demonstrate the ability to
1. Correctly spell, define and use in proper context key terms and concepts (logic, reason, deduction,
induction, premise, syllogism, truth, valid, invalid, conclusions).
2. Analyze specific recurrent themes and/or issues in Alaska's economical development (urban/rural conflicts,
outside economic domination, boom and bust cycles, military presence, federal/state political conflicts,
environmental concerns).
3. Take a stance and logically defend an opinion on an issue of personal choice by researching, gathering and
understanding major factors related to the issue (history, key players, impact on state, possible solutions).
4. Using inductive and/or deductive reasoning, construct a logical argument to defend ones personal position.
5. Present arguments in written and/or verbal form, using appropriate procedures (persuasive speeches,
discussions, debates, video or PowerPoint presentations).