Problem: Background: Alaska Natives are indigenous peoples of Alaska, United States: Inupiat, Yupik, Aleut, Eyak, Tlingit, Haida, Tsimshian, and a number of Northern Athabaskan cultures. They are often defined by their language groups. Many Alaska Natives are enrolled in federally recognized Alaska Native tribal entities, who in turn belong to 13 Alaska Native Regional Corporations, who administer land and financial claims. Ancestors of the Alaska Natives are known to have migrated into the area thousands of years ago, in at least two different waves.
Context: Arriving from Siberia by ship in the mid-eighteenth century, Russians began to trade with Alaska Natives. New settlements around trading posts were started by Russians, including Russian Orthodox missionaries. These were the first to translate Christian scripture into Native languages. British and American traders generally did not reach the area until the nineteenth century, and in some cases missionaries were not active until the twentieth century. In the 21st century, the numerous congregations of Russian Orthodox Christians in Alaska are generally composed mostly of Alaska Natives.  Rather than hunting the marine life, the Russians forced the Aleuts to do the work for them. As word spread of the riches in furs to be had, competition among Russian companies increased and they forced the Aleuts into slavery. Catherine the Great, who became Empress in 1763, proclaimed good will toward the Aleut and urged her subjects to treat them fairly. On some islands and parts of the Alaska Peninsula, groups of traders had been capable of relatively peaceful coexistence with the local inhabitants. Other groups could not manage the tensions. Russians took hostages, families were split up, and individuals were forced to leave their villages and settle elsewhere. The growing competition between the trading companies, merging into fewer, larger and more powerful corporations, created conflicts that aggravated the relations with the indigenous populations. Over the years, the situation became catastrophic for the natives.  As the animal populations declined, the Aleuts, already too dependent on the new barter economy created by the Russian fur trade, were increasingly coerced into taking greater risks in the dangerous waters of the North Pacific to hunt for more otter. As the Shelikhov-Golikov Company and later Russian-American Company developed as a monopoly, it used skirmishes and systematic violence as a tool of colonial exploitation of the indigenous people. When the Aleut revolted and won some victories, the Russians retaliated, killing many and destroying their boats and hunting gear, leaving them no means of survival.  The most devastating effects were from disease: during the first two generations (1741/1759-1781/1799 AD) of Russian contact, 80 percent of the Aleut population died from Eurasian infectious diseases. These were then endemic among the Europeans, but the Aleut had no immunity against the new diseases.
Question: What did they trade?
Answer: Rather than hunting the marine life, the Russians forced the Aleuts to do the work for them.

Problem: Background: Allan David Bloom (September 14, 1930 - October 7, 1992) was an American philosopher, classicist, and academician. He studied under David Grene, Leo Strauss, Richard McKeon, and Alexandre Kojeve. He subsequently taught at Cornell University, the University of Toronto, Yale University, Ecole Normale Superieure of Paris, and the University of Chicago. Bloom championed the idea of Great Books education and became famous for his criticism of contemporary American higher education, with his views being expressed in his bestselling 1987 book, The Closing of the American Mind.
Context: Allan Bloom was born in Indianapolis, Indiana in 1930 to second-generation Jewish parents who were both social workers. The couple had a daughter, Lucille, two years earlier. As a thirteen-year-old, Bloom read a Readers Digest article about the University of Chicago and told his parents he wanted to attend; his parents thought it was unreasonable and did not encourage his hopes. Yet, when his family moved to Chicago in 1944, his parents met a psychiatrist and family friend whose son was enrolled in the University of Chicago's humanities program for gifted students. In 1946, Bloom was accepted to the same program, starting his degree at the age of fifteen, and spending the next decade of his life enrolled at the University in Chicago's Hyde Park neighborhood. This began his lifelong passion for the 'idea' of the university.  In the preface to Giants and Dwarfs: Essays, 1960-1990, he stated that his education "began with Freud and ended with Plato". The theme of this education was self-knowledge, or self-discovery--an idea that Bloom would later write, seemed impossible to conceive of for a Midwestern American boy. He credits Leo Strauss as the teacher who made this endeavor possible for him.  Bloom graduated from the University of Chicago with his Bachelor's Degree at the age of 18. One of his college classmates was the classicist Seth Benardete. For post-graduate studies, he enrolled in the University of Chicago's Committee on Social Thought, where he was assigned Classicist David Grene as tutor, and went on to write his thesis on Isocrates. Grene recalled Bloom as an energetic and humorous student completely dedicated to studying classics, but with no definite career ambitions. The Committee was a unique interdisciplinary program that attracted a small number of students due to its rigorous academic requirements and lack of clear employment opportunities after graduation. Bloom earned his Ph.D. from the Committee on Social Thought in 1955. He subsequently studied under the influential Hegelian philosopher Alexandre Kojeve in Paris, whose lectures Bloom would later introduce to the English-speaking world. While teaching philosophy at the Ecole Normale Superieure in Paris, he befriended Raymond Aron, amongst many other philosophers. Among the American expatriate community in Paris his friends included leftist writer Susan Sontag.
Question: Where was he educated?
Answer:
University of Chicago