1. law, govt and politics
2. government

We the People of Alaska
Engaging Young Alaskans as Citizens
Sample
Follow-Up
Questions
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We the People of Alaska
Engaging Young Alaskans as Citizens
Sample Follow-Up Questions
Unit 1: Citizenship
Question 1: Statehood
1. What roles did Senators Bartlett and Gruening play in the fight for statehood?
2. What motivated nonresidents of Alaska to fight for or against statehood?
3. What is the position of the Alaska Independence Party regarding statehood?
a. What role did it play and what are its goals now?
4. What did the Civil Rights Movement in the United States have to do with Alaska’s
admission as a state?
5. Why did the U.S. Senate change its mind regarding Alaska statehood between its votes
in 1950 and 1958?
6. What alternatives to statehood were proposed?
a. Who supported them and why?
7. What were some issues with the statehood bill that passed the U.S. House in 1951?
a. How were they later resolved?
8. What is the significance of interpreting the Act as a compact?
a. Explain Compact Doctrine in relation to this act.
b. How did Judge Eric Bruggink rule on this in Alaska v. Unites States (1996)?
9. What was the Alaska-Tennessee Plan?
a. Was it successful?
10. How did statehood affect Alaska’s economic situation?
Question 2: The Alaska State Constitution
1. What are some similarities and differences between the Alaska Constitution and the
United State Constitution?
a. How do the two work together?
2. What happens when a federal law conflicts with the Alaska Constitution?
3. What are some similarities and differences between the Alaska Constitution and other
state or national constitutions?
4. In Article 8, how should we define “maximum benefit” in terms of natural resources?
5. How is the distribution of power in the state government similar to or different from
that of the federal government and other state governments?
6. What schools of thought or philosophies can be found in the Alaska Constitution? Do
any of these ideas predate the U.S. Constitution?
7. What do you think are the most important amendments to the Alaska Constitution?
a. Do you agree or disagree with their content?
8. Why does the Alaska Constitution provide for a strong executive?
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We the People of Alaska
Engaging Young Alaskans as Citizens
a. What is the significance of having a powerful governor?
b. How does this compare to constitutions with weak executive branches?
9. Do you think a faction against statehood should have been present at the Constitutional
Convention? Why or why not?
a. What might have been different about the Constitution had they been present?
10. Given the opportunity, what would you change about the Constitution?
Question 3: Civic Engagement
1. Why does the Constitution say that all “persons” have these obligations instead of
using the word “citizens?”
2. Do you think that technology and social media have helped or hurt levels of civic
engagement?
3. Should community service be required by schools in order to graduate?
4. What forms of civic engagement are prevalent among your generation?
5. What did Alexis de Tocqueville have to say about voluntary associations in America?
a. Do his observations still hold true?
6. How do opportunities for civic engagement vary between urban and rural
communities?
7. Which do you think is more important, civic or political engagement?
8. Should voting be compulsory?
a. How does this system work in countries that require their citizens to vote?
b. Would this be Constitutional in the United States?
9. What is the importance of civil discourse and an informed public?
10. How strong is the social capital of your community and how could it be increased?
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We the People of Alaska
Engaging Young Alaskans as Citizens
Sample Follow-Up Questions
Unit 2: Natural Resources
Question 1: ANILCA
1. How were conservation system units determined?
2. What was the impact of ANILCA on stakeholders?
3. What are ANCSA “d(2)” lands and what is their significance to ANILCA?
4. What controversy surrounds ATV and snowmobile use in ANILCA lands?
a. What steps have been taken to resolve it?
5. Why were conservationists disappointed with the outcome?
6. How does ANILCA differ in its management requirements of conservation lands from
laws that govern these lands in the rest of the United States?
a. Why do these differences exist?
7. How does ANILCA prohibit oil and gas development in the Arctic National Wildlife
Refuge (ANWR)?
a. Explain the political controversy surrounding this.
8. What is the purpose of ANILCA?
9. What motivated the passage of ANILCA?
10. Who supported and opposed passage of ANILCA? Why?
Question 2: Minerals
1. Why does the government own the subsurface rights in Alaska?
2. How does this relate to the debate over drilling in the Arctic National Wildlife Refuge
(ANWR)?
3. Who owns the rights to offshore oil deposits near Alaska?
4. What drove the addition of the MLA amendments relating specifically to North Slope
oil?
a. What are the economic repercussions of these amendments?
5. What are the commons and why are they relevant to this act?
a. Do you think the “tragedy of the commons” would have taken place without its
passage?
6. How was this act a departure from the General Mining Law of 1872? What
sparked this change?
7. What was the significance of the Pickett Act and United States v. Midwest Oil Co.
(1915) to this act?
The Institute of the North ▪ 1675 C. Street, Ste. 106 ▪ Anchorage, AK 99501 USA
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We the People of Alaska
Engaging Young Alaskans as Citizens
8. Which minerals does the act specifically deal with? Why were these important?
a. Which subsurface minerals are most important to the Alaska economy?
9. Which government agency is in charge of managing the MLA?
10. Why was the MLA amended in 1995 to allow the export of oil transported through
pipelines granted rights-of-way over federal lands?
Question 3: Fishing
1. Do you think the Act improved upon or worsened the previous individual fishing quota
(IFQ) system? Why?
2. Do IFQs privatize a public resource or do they merely restructure the preexisting
harvesting system? Why is this an issue?
3. Is Alaska’s fishing industry sustainable?
4. Compared to fisheries management practices in other places, what is Alaska better at?
What could be improved?
5. What groups does the MFCMA help? Who does it hurt?
6. Should IFQ programs expire after a certain amount of time or stay in place pending
further legislation?
7. What are the various methods of allocating IFQs?
a. Which do you think should be used?
8. What are the effects of IFQs on the environment?
a. Do you believe they have a net benefit or they more harmful? Why?
9. How is eligibility determined for community development quotas (CDQs)?
a. Why were these criteria chosen?
10. What is the effect of CDQs on communities that receive them versus those that do
not?
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We the People of Alaska
Engaging Young Alaskans as Citizens
Sample Follow-Up Questions
Unit 3: Alaska Natives
Question 1: Treaty of Cession
1. How did the treatment of different tribes within Alaska vary across the state?
2. How did the treaty affect the population of the territory?
3. What motivated Russia to sell Alaska?
4. What was the reaction in the rest of the United States to the purchase of Alaska?
5. What were conditions like for Alaska Natives living near communities of settlers from
the United States?
6. Why was Alaska never declared “Indian country?”
a. What would this have meant for the state?
7. Why were no treaties signed between the United States and the Alaska Natives?
8. What issues of land rights did the Treaty of Cession create?
9. What were the differences in rights between Alaska Natives and U.S. citizens living in
the territory of Alaska?
10. What happened to Russians who chose to remain in Alaska?
Question 2: Civil Rights
1. What rights were withheld from Alaska Natives?
2. What were the goals of the Alaska Native Brotherhood and the Alaska Native
Sisterhood?
3. What was the Molly Hootch case and how did it impact Alaska?
4. Under early laws allowing Alaska Natives to vote, what conditions had to be met?
5. What measures were taken to “civilize” Alaska Natives?
6. What was Roberta Schenck’s role in ending segregation?
7. Who fought against granting civil rights to Alaska Natives?
8. What was the Indian Claims Court?
9. What was the importance of the Tundra Times to the fight for civil rights?
10. What was the impact of the Mining Act of 1874 on Alaska Natives?
The Institute of the North ▪ 1675 C. Street, Ste. 106 ▪ Anchorage, AK 99501 USA
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We the People of Alaska
Engaging Young Alaskans as Citizens
Question 3: Subsistence
1. How does subsistence operate as a part of the economy in rural versus urban Alaska?
2. What animals are hunted most for subsistence purposes?
3. What did the Katie John v. United States case determine?
4. How are decisions regarding subsistence made in the government?
5. What was the issue regarding rural preference for subsistence?
6. When did subsistence hunting first become an issue and why was this?
7. Why are there special guidelines regarding the taking of whales?
8. How have subsistence practices changed over time?
9. What conflicts have occurred in Alaska between development and the preservation of
traditional subsistence hunting grounds?
10. What regulations are in place on subsistence hunting?
11. What year did Congress adopt the Alaska Reindeer Industry Act?
12. In 1948, Alaskans voted by a 10 to 1 margin to abolish what type of important
subsistence traps?
13. How did Article VIII, Section 3 of the Alaska State Constitution affect subsistence?
14. What was the 1961 Barrow “Duck-In?”
15. The 1971 Alaska Native Claims Settlement Act (ANCSA) extinguished aboriginal
subsistence hunting and fishing rights in return for what?
16. The proposed version of the 1972 Marine Mammal Protection Act (MMPA) would
have eliminated all taking of marine mammals, including subsistence taking by Alaska
Natives. What happened instead?
17. What law did Congress pass in 1973 that gave subsistence exemptions for Native and
non-Native residents of Native villages? [Answer: The Endangered Species Act]
18. What important Commission was formed in 1977 to protect the interests of coastal
subsistence whaling communities and to counter a ban on the bowhead whaling instituted
by the International Whaling Commission? [Answer: the Alaska Eskimo Whaling
Commission]
19. Increasing instances of head hunting and the potential for harvest restrictions or an
outright ban on walrus harvesting, inspired walrus hunting communities to establish what
important Commission in 1978? [Answer: The Eskimo Walrus Commission]
20. In 1975, Carlos Frank shot a moose for use at a funeral potlatch in Minto and was
arrested and charged with unlawful transportation of illegally taken game. Mr. Frank
The Institute of the North ▪ 1675 C. Street, Ste. 106 ▪ Anchorage, AK 99501 USA
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We the People of Alaska
Engaging Young Alaskans as Citizens
raised the defense of religious freedom at his trial and was convicted when the court
declared that the potlatch did not specifically require moose. The Alaska Supreme Court
reversed the lower court decision and ruled that the First Amendment of the US
Constitution and Article 1, Section 4, of the Alaska Constitution provide protection for
the taking of moose for use in Athabaskan funeral potlatch ceremonies. What was the
name of this case? [Answer: Frank v. Alaska]
Sample Follow-Up Questions
Unit 4: Governing Entities
Question 1: ANCSA
1. What motivated passage of ANCSA and why was speed a concern?
2. What is meant by “traditional use and occupancy” in terms of Native land?
a. How was this used to determine which lands would belong to the Native
corporations?
3. How did Congress determine the value of the lands to be compensated?
4. What controversy did the Organic Act of 1884 create and how did this eventually lead
to the passage of ANCSA?
5. What were the terms of the settlement and how were they to be applied?
6. What distinguishes the 13th Regional Corporation from the twelve other Native
corporations? Do you think this has affected its current state?
7. How have the economic successes of the different Native corporations varied? Why is
this?
8. What is the role of village corporations?
9. Who were key leaders in support of and against the passage of ANCSA?
10. What are the repercussions of the 1971 cutoff date for people to be included in the
provisions of ANCSA?
Question 2: Tribal Sovereignty
1. What were the implications of the Alaska v. Native Village of Venetie Tribal
Government (1998) Supreme Court case?
2. What is the difference between the rights of tribes under ANCSA compared to the
rights of tribes under the reservation system?
3. What does it mean that tribal governments have “inherent” sovereign powers?
4. How many tribes are there in Alaska and what is the extent of their powers?
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We the People of Alaska
Engaging Young Alaskans as Citizens
5. How is tribal jurisdiction determined in Alaska?
6. What are some legal cases between tribal governments and the state or federal
government?
7. What does it mean for tribes to have power over their members instead of their land?
8. How is the decision making process different in tribal governments than in the state or
federal government?
9. What is the significance of effective self-governance in tribes to successful economic
development?
10. Why do tribes in Alaska not have “Indian country” status?
Question 3: State-Federal Relationship
1. How does funding from the federal government in the form of military spending
contribute to the Alaska economy?
2. How reliant is the United States on the oil produced in Alaska?
3. What role has federal spending played in the development of Alaska’s economy? How
has the financial crisis impacted this?
4. Why does Alaska receive so much federal money?
5. What is Alaska’s strategic value to the United States?
6. What portion of Alaska’s exports is used within the rest of the United States?
7. How is Alaska’s land divided up between state, federal, and local governments?
a. How much of it is privately owned land?
8. What was House Joint Resolution 27 and what was its significance for state
sovereignty?
9. How many of Alaska’s workers are federal employees?
10. How do Alaska’s senators and congressman represent Alaska’s interests in
Washington, D.C.?
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We the People of Alaska
Engaging Young Alaskans as Citizens
Sample Follow-Up Questions
Unit 5: Economy
Question 1: Geography and Location
1. What are the primary sources of revenue for the state?
a. Do you think these sources will remain the same in the future? Why or why
not?
2. What is the economic impact of mining in Alaska?
a. Why is there controversy surrounding the proposed Pebble Mine?
3. How does the exploitation of natural resources affect the environment?
4. How does the exploitation of natural resources affect surrounding communities?
5. How does the exploitation of one natural resource affect the use of others?
6. To what extent does the economy rely on jobs that are dependent on the specific
environment and location?
7. To what extent does the economy rely on jobs that are not specific to a certain location,
climate, or natural resource?
8. What is the relationship between Alaska and other Arctic nations?
9. How much of Alaska’s employment is seasonal?
10. How does Alaska’s climate limit or encourage infrastructure development?
Question 2: Fiscal Policy
1. Should the Permanent Fund be used to help balance the state budget? Why or why not?
2. What are Alaska’s main sources of revenue and how can they be diversified?
3. What are some challenges facing the commercial fishing industry?
a. How should they be dealt with?
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We the People of Alaska
Engaging Young Alaskans as Citizens
4. What are some different ways to measure the Alaska economy and what are the pros
and cons of each?
5. Do you think Alaska’s primary sources of income will remain the same in the future?
Why or why not?
6. What is the impact of the Native Corporations on the economy?
7. What is the fiscal gap?
a. What do you think should be done about it?
8. Who is in charge of setting fiscal policy?
9. How can a nonrenewable resource be converted to a renewable resource?
10. What has Alaska done in the past when facing fiscal challenges?
Question 3: International Trade
1. What are the largest foreign markets for goods produced in Alaska?
2. Which of Alaska’s primary products must be produced elsewhere?
3. Where do Alaska’s imports come from?
4. What restrictions does Alaska face on international trade?
5. What are some restrictions Alaska used to have regarding international trade?
a. Why were they repealed?
6. What is the importance of intellectual capital to strengthening industry in Alaska?
7. Which industries are the fastest growing in Alaska?
8. How does education contribute to Alaska’s international competitiveness?
9. How is trade regulated in Alaska?
10. What does Alaska have a comparative advantage in?
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We the People of Alaska
Engaging Young Alaskans as Citizens
Sample Follow-Up Questions
Unit 6: Alaska Model
Question 1: The Permanent Fund
1. What will Alaska’s fiscal challenges be with regard to the Permanent Fund?
2. What is the Constitutional Budget Reserve Fund, why was it created, and when is it
used?
3. Who determines how the Permanent Fund is invested?
4. How is the dividend from the Permanent Fund determined?
5. Who created the Permanent Fund?
6. Who currently manages the Permanent Fund and how are they chosen?
7. What affects the growth of the Permanent Fund?
8. What alternative uses of the Permanent Fund or its dividends have been proposed?
9. How should the Permanent Fund be used in the long term?
10. What are some criticisms of the Permanent Fund?
Question 2: Energy
1. What impact do fluctuations in oil prices have on the state economy?
2. How can alternative energies limit price fluctuations?
3. What challenges exist in getting natural gas to market?
4. How strong is international demand for Alaska’s energy resources?
5. What other models of resource extraction and management are there?
a. Do you think we should adopt any of these ideas?
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We the People of Alaska
Engaging Young Alaskans as Citizens
6. How much money does the state government collect from the development of its
resources?
a. What is this money used for?
7. Are the largest current sources of energy in the state the same as the sources of energy
with the largest potential for development?
8. How have regulations for energy extraction changed over time?
9. How do energy costs in Alaska compare to those in the rest of the United States?
10. How do energy costs in Alaska compare throughout the state?
Question 3: The Commons
1. What are some other examples of the commons?
2. Do you think the tragedy of the commons is inevitable?
3. What makes a resource more susceptible to the tragedy of the commons?
4. Who created the idea of the “owner state”?
5. How can the concept of the commons be applied to the fishing industry?
a. Is this industry at risk for the tragedy of the commons?
6. What are some ways to prevent the tragedy of the commons?
7. What makes a resource a common good?
8. Who created the idea of the tragedy of the commons?
9. How has the concept of the tragedy of the commons been criticized?
10. How dependent is the state government on its ownership of the subsurface mineral
rights?
The Institute of the North ▪ 1675 C. Street, Ste. 106 ▪ Anchorage, AK 99501 USA
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We the People of Alaska
Engaging Young Alaskans as Citizens
Sample Responses to Selected Questions
Why did Alaska hold a Constitutional Convention and how did the delegates create
the State Constitution?
How did the Constitutional Convention contribute to the fight for statehood?
Should there be another Constitutional Convention? If there were to be another,
what issues should it address?
o An example response could describe the motivations for statehood and why
leaders thought creating a Constitution could spur on the process. It should
include a description of the format of the Convention and mention significant
contributions from specific individuals. It would be useful to explain the rules for
holding subsequent Constitutional Conventions and explain current issues that
could lead to a revision of the Constitution (e.g., whether the attorney general
should be appointed or elected).
How does Alaska’s geography impact its economy?
Explain the significance of natural resources and the revenue they generate.
Is Alaska’s location an asset or a barrier to further diversification of the economy?
o A sample response could include a discussion of Alaska’s significance as a
strategic military outpost in WWII and the effect of this early military presence on
Alaska’s population and economy. It could also mention Alaska’s role as a
primary producer and the attempts to process these natural resources in Alaska
The Institute of the North ▪ 1675 C. Street, Ste. 106 ▪ Anchorage, AK 99501 USA
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We the People of Alaska
Engaging Young Alaskans as Citizens
as well (e.g., timber, fish, and petroleum). It might also mention that technology
and the Internet have created many jobs in which the physical location of the
worker is not an issue, a potentially valuable source of employment for Alaskans.
Finally, it could reflect on Alaska’s role as an Arctic state and the importance of
this on an international scale.
How does the concept of the commons relate to mineral rights and leasing?
Does this act avert the “tragedy of the commons”?
What does it mean for Alaska to be an “owner state”? Evaluate the economic
significance of this.
o An example response could include a basic summary of the act, descriptions of
Governor Hickel’s concepts of the commons and the owner state, and refer to
Garret Hardin’s original article in Science on the tragedy of the commons
(possibly to Elinor Ostrom’s criticisms as well). It should discuss how Alaska is
treated differently than other states in the MLA and why this is. It can mention the
natural resources clause in the state Constitution and how it is interpreted today.
It should explain the importance of oil revenues to the state and explain the
debate over the mining of hard rock minerals (e.g., Pebble).
The Institute of the North ▪ 1675 C. Street, Ste. 106 ▪ Anchorage, AK 99501 USA
(907) 786-6331▪ [email protected] ▪ www.institutenorth.org
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