An Idea

When thinking of how to connect my students to our place, downtown Juneau, I realized we do many things already, although on a much smaller scale then a full project. For a larger project, it would be exciting to ask my students to think critically about Juneau in the past, present, and future.

Question: Why is Juneau here? Will Juneau be here in 100 years and if so, what could it look like?

In my classroom, I would provide students with historical photos of downtown Juneau that they would then analyze for the historical purpose of the place (such as what is the significance of the House of Wickersham? What does the House of Wickersham tell you about Juneau in 1898?) Students would then compare the photos to the place’s present situation and analyze any changes for insight into how Juneau has changed. Through photos, trips to the photos’ locations, and supplemental readings, students will be able to build an understanding of the historical influences on Juneau. From there, a look at what sustains Juneau now and the reasons why would provide students information on the Juneau of 2010. Finally, with the information students have assembled thus far, students will answer the question, “will we be here in 100 years and what will it look like?”

Opportunities:

• Start with a geographic map of Southeast Alaska, particularly the Juneau area. Give students details about the area such as available resources, issues, and realities of the areas around Juneau. E.g. The Gastineau Channel was very windy while Auke Bay provided shelter in the harder months. Montana Creek had a rich salmon stock. Gold deposits were located on either side of Gastineau Channel. The Mendenhall Glacier extended past the current visitors center. Have students decide where the most viable area to live was and justify their choice. Then, compare their choice(s) to the history of the Juneau area with the Auke and Taku Tlingit tribes. As that exploration ends, introduce historical events such as the settlement and exploration of non-Native groups in the area. Again, analyze the choices of Juneau’s ancestors as the class moves into history that is more recent.
• Have students choose an industry to chronicle the history of, then assembling the histories to see a collective account of Juneau.
• Build a timeline to visually depict the history kids assemble.
• Invite parents and community members into the classroom (or, visit them) to interview about the history of their business, job, and/or industry as well as their predictions for the future. Could the USFS still be in Juneau and why? Would it be more important or less important? Would there still be schools? What if the population decreased/increased?
• Have students work independently or in pods, forming their future Juneau that they will present to the class, school, families, and community members. Presentation should include at least a visual depiction of what Juneau could look like (as in a map) and accompanying justifications for their future Juneau.
• Collectively or independently, write a history of Juneau for other kids. Share this with other schools!