DOCSLIB.ORG

Unikkaangualaurtaa Let’S Tell a Story

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Unikkaangualaurtaa Let’S Tell a Story Unikkaangualaurtaa Let’s Tell a Story A collection of 26 stories and songs from Nunavik, with activities for young children Acknowledgements Research Elisapee Inukpuk Project Elder Stephanie POV Project Coordinator Project Director Carol Rowan Consultant Sponsor Avataq Cultural Institute 215 Redfern, Suite 400 Westmount, Quebec H3Z 3L5 www.avataq.qc.ca 1-800-361-5029 Funders Kativik Regional Government P.O. Box 9 Kuujjuaq, Québec J0M 1C0 www.krg.ca Human Resources and Social This project is funded in part by the Development Canada Government of Canada’s Social Development Partnerships Program. Public Health Agency of Canada Funding for the printing of this second edition was provided by the Public Health Agency of Canada. The opinions expressed in this material are those of the authors and do not necessarily reflect the official views of the Government of Canada. Support Avataq Cultural Institute Sylvie Coté Chew, Special Projects Coordinator Suzanne Beaubien, Director of Finance Rhoda Kokiapik, Executive Director Board of Directors Kativik Regional Government Margaret Gauvin, Regional Coordinator Child Care Department Staff Social Development Canada Ken Desjardins Other Contributors Jobie Weetaluktuk English Translation Lorrie Kasudluak, Zebedee Nungak, Stephanie POV Inuttitut Revision Minnie Amidlak, Stephanie POV, Annie Okpik, Siasie Iqaluk Longue-Epée French Translation Josée Villandré French Revision Marie Cécile Brasseur English Editor Carol Rowan English Revision Robyn Bryant Photography Stephanie POV, Jobie Weetaluktuk, Etsetera Design Inc. Layout Etsetera Design Inc. Printer Entreprises Serge Lemieux ISBN 2-921644-37-1 Legal deposit, 1st quarter 2006 ©Avataq Cultural Institute ISBN 2-921644-38-X (Inuktitut edition) ISBN 2-921644-39-8 (French edition) Table of Contents 1. Woman Adopts a Caterpillar – Auvvik ...........................................1 2. The Woman Who Adopted a Bumblebee – Igutsaq .....................5 3. Sea Cucumber – Quursujuuq ..........................................................9 4. Mermaid – Iqaluullamiluuq ..........................................................13 5. Baby Bird – Qupanuaq ..................................................................17 6. Seal Boy .........................................................................................21 7. Human Polar Bear .........................................................................25 8. Kautjajuq .......................................................................................29 9. Lumaaq ..........................................................................................37 10. Atungakkuuk ................................................................................45 11. Scary Igloo – Qurviluaruq .............................................................53 12. Angry Man .....................................................................................57 13. Kayaks – Qayait .............................................................................61 14. To the Church in Kuujjuaraapik ...................................................69 15. Ittualua ..........................................................................................77 16. Inugagulliq ....................................................................................81 17. Nunamiut on the Land .................................................................89 18. Salt water Inuit ..............................................................................97 19. Lice – Kumak ...............................................................................101 20. Girls ..............................................................................................105 21. The Snowy Owl ...........................................................................113 22. Wrestling – Paajartut ..................................................................117 23. About Flour .................................................................................121 24. Kuuttaaq River ............................................................................125 25. Qulliq ...........................................................................................129 26. Dogs .............................................................................................133 i Introduction In the spring of 2000, Margaret Gauvin of Kativik Regional Government proposed to Robbie Watt, then President of Avataq Cultural Institute, the idea of developing Inuit-specific curriculum materials for the Early Childhood Educators of Nunavik. At the Elders Conference in August of 2000, the Elders of Nunavik agreed that collecting stories from Nunavik – and developing teaching materials to support those stories – was an important activity with which Avataq should be involved. As a result, Avataq Cultural Institute became the sponsor of the project called Unikkaangualaurtaa [Let’s Tell a Story]. Avataq has supported and guided all aspects of the work. Avataq’s prime mission and mandate is to support and promote Inuit language and culture in Nunavik, and Unikkaangualaurtaa does both. The expertise of the Avataq staff and Board has been critical to the quality of the work. Kativik Regional Government (KRG) has been an important funder and supporter of the project from the start. KRG childcare staff has provided ongoing advice, support, and direction. The direct ongoing support of KRG has contributed significantly to the success of the project. Social Partnerships Division of Social Development Canada has been a major funder of the project. Funding from the Canadian government was essential to the realization of this project and very much appreciated. The project team has been outstanding. The Project Coordinator Stephanie POV has been involved in all aspects of the work. She took pictures, shot the video footage, and wrote up the stories and template ideas. The Elder Leader, Elisapee Inukpuk, was hired to provide Elder expertise and advice. Elisapee’s contribution has far exceeded expectation through the creation of the Elisapee Inukpuk Doll Collection. This exquisite collection of museum quality dolls and materials was hand-made by Elisapee to support the collection of 26 stories. ii Goals and Objectives The goal of the Unikkaangualaurtaa (Let’s Tell a Story) project is to support, protect and promote Inuit language, culture and knowledge through the development of resources that will enable childcare workers in Inuit communities throughout Nunavik and Canada to make and use Inuit-specific, geographically relevant, developmentally appropriate materials designed especially for use with children aged 0-5. The main objective of the manual is to provide information about how to make and use developmentally appropriate, Inuit-specific materials in a childcare setting. About the Manual The manual contains 26 stories. The story collection includes fantasy folktales such as the short story The Woman Who Adopted a Bumblebee. There are timeless legends with morals, such as Seal Boy and Kautjajuq, as well as diverse stories about Inuit life in the past, including Girls and To the Church in Kuujjuaraapik. It is a remarkable and unique collection. Each of the stories is accompanied by information and activities that are organized within seven headings. These headings are: 1. Words – Language definitions in which the English and French versions provide English and French explanations for Inuttitut words and the Inuttitut version provides the definition in Inuttitut. 2. Infants – Ideas, related to the theme, for things to do with infants. 3. Toddlers – Ideas for things to do with toddlers associated with the story. 4. Song – The song text is usually provided in Inuttitut, and is sometimes accompanied by suggestions for preparatory activities or tips. 5. Game – The games include variations of tag, matching, and hiding – depending on the story theme. They include a variety of games that promote the development of a range of skills – including: thinking, language, and fine motor and gross motor. 6. Craft – Always involves something that three- and four-year-old children can make. The range of crafts is quite diverse and includes tracing, cutting and pasting, beading, and painting. 7. Activity – These vary widely, and include one that involves the preparation of a moving bird’s foot, and another of sliding on sealskin sleds. The reader is invited to share the stories with children and then follow-up the story-telling activity through song, crafts, and games and activities. Safety Notes • Young children should not be given objects that are smaller than 1.5 inches /4 cm. • Be aware that long strings, oil-based paint containing lead, and very small toys can be dangerous for young children. • Check toys and equipment regularly to ensure that they are in good order. • Do conduct routine sanitization of toys. • Be aware of any allergies individual children may have. • Safety and supervision go hand in hand. Provide adequate adult supervision for all activities involving children. iii List of Community Contributors An important part of the research for the manual involved meetings with Elders, community leaders, childcare professionals, parents and other interested people in 12 Nunavik communities. These communities were: Kangirsualujuaq, Kuujjuaq, Tasiujaq, Aupaluk, Kangirsuk, Quartaq, Kangirsujuaq, Salluit, Puvirnituq, Inukjuak, Umiujaq, and Kuujjuaraapik. Many Inuit from Nunavik contributed to the process through their participation in community meetings. The Nunavik Childcare Directors
Load more

Recommended publications
  • Wearing Our Identity – the First People's Collection
    Wearing our Identity – The First People’s Collection Texts of the exhibition Table of content Introduction 2. Fashioning identity 2. 1 – Wearing who I am 3. 1.1 – Wearing where I come from 3. 1.2 – Wearing life’s passages 3. 1.3 – Wearing my family 6. 1.4 – Wearing my rank 7. 2 – Wearing our culture 10. 2.1 – Wearing our traditions 10. 2.2 – Wearing our legends 15. 2.3 – Wearing our present 16. 3 – Wearing our history 17. 3.1 – Wearing our honour 18. 3.2 – Wearing our struggles 20. 3.3 – Wearing our resilience 21. 4 – Wearing our beliefs 23. 4.1 – Wearing our universe 23. 4.2 – Wearing animal power 24. 4.3 – Wearing spiritual respect 25. 2 Wearing our Identity – The First People’s Collection © McCord Museum, 2013 0 – Introduction Wearing Our Identity The First Peoples Collection Questions of identity lie at the heart of many debates in today’s rapidly changing world. Languages and traditions are threatened with extinction. When this happens, unique knowledge, beliefs and histories are wiped out. First Peoples understand well the challenges and tensions that can erode a sense of self and belonging. Yet, they have shown remarkable resilience in both preserving ancient identities and forging new ones. Whether building on the rich textures of the past or fearlessly transforming contemporary fashion, First Nations, Inuit and Métis use clothing to communicate the strength and meaning of their lives. An exploration of First Peoples dress is a compelling and emotional experience – one that must follow interwoven threads of community and spirituality, resistance and accommodation, history and innovation.
    [Show full text]
  • Of the Inuit Bowhead Knowledge Study Nunavut, Canada
    english cover 11/14/01 1:13 PM Page 1 FINAL REPORT OF THE INUIT BOWHEAD KNOWLEDGE STUDY NUNAVUT, CANADA By Inuit Study Participants from: Arctic Bay, Arviat, Cape Dorset, Chesterfield Inlet, Clyde River, Coral Harbour, Grise Fiord, Hall Beach, Igloolik, Iqaluit, Kimmirut, Kugaaruk, Pangnirtung, Pond Inlet, Qikiqtarjuaq, Rankin Inlet, Repulse Bay, and Whale Cove Principal Researchers: Keith Hay (Study Coordinator) and Members of the Inuit Bowhead Knowledge Study Committee: David Aglukark (Chairperson), David Igutsaq, MARCH, 2000 Joannie Ikkidluak, Meeka Mike FINAL REPORT OF THE INUIT BOWHEAD KNOWLEDGE STUDY NUNAVUT, CANADA By Inuit Study Participants from: Arctic Bay, Arviat, Cape Dorset, Chesterfield Inlet, Clyde River, Coral Harbour, Grise Fiord, Hall Beach, Igloolik, Iqaluit, Kimmirut, Kugaaruk, Pangnirtung, Pond Inlet, Qikiqtarjuaq, Rankin Inlet, Nunavut Wildlife Management Board Repulse Bay, and Whale Cove PO Box 1379 Principal Researchers: Iqaluit, Nunavut Keith Hay (Study Coordinator) and X0A 0H0 Members of the Inuit Bowhead Knowledge Study Committee: David Aglukark (Chairperson), David Igutsaq, MARCH, 2000 Joannie Ikkidluak, Meeka Mike Cover photo: Glenn Williams/Ursus Illustration on cover, inside of cover, title page, dedication page, and used as a report motif: “Arvanniaqtut (Whale Hunters)”, sc 1986, Simeonie Kopapik, Cape Dorset Print Collection. ©Nunavut Wildlife Management Board March, 2000 Table of Contents I LIST OF TABLES AND FIGURES . .i II DEDICATION . .ii III ABSTRACT . .iii 1 INTRODUCTION 1 1.1 RATIONALE AND BACKGROUND FOR THE STUDY . .1 1.2 TRADITIONAL ECOLOGICAL KNOWLEDGE AND SCIENCE . .1 2 METHODOLOGY 3 2.1 PLANNING AND DESIGN . .3 2.2 THE STUDY AREA . .4 2.3 INTERVIEW TECHNIQUES AND THE QUESTIONNAIRE . .4 2.4 METHODS OF DATA ANALYSIS .
    [Show full text]
  • Cosmology and Shamanism and Shamanism INTERVIEWING INUIT ELDERS
    6507.3 Eng Cover w/spine/bleed 5/1/06 9:23 AM Page 1 INTERVIEWINGCosmology INUIT ELDERS and Shamanism Cosmology and Shamanism INTERVIEWING INUIT ELDERS Mariano and Tulimaaq Aupilaarjuk, Lucassie Nutaraaluk, Rose Iqallijuq, Johanasi Ujarak, Isidore Ijituuq and Michel Kupaaq 4 Edited by Bernard Saladin d’Anglure 6507.5_Fre 5/1/06 9:11 AM Page 239 6507.3 English Vol.4 5/1/06 9:21 AM Page 1 INTERVIEWING INUIT ELDERS Volume 4 Cosmology and Shamanism Mariano and Tulimaaq Aupilaarjuk, Lucassie Nutaraaluk, Rose Iqallijuq, Johanasi Ujarak, Isidore Ijituuq and Michel Kupaaq Edited by Bernard Saladin d’Anglure 6507.3 English Vol.4 5/1/06 9:21 AM Page 2 Interviewing Inuit Elders Volume 4 Cosmology and Shamanism Copyright © 2001 Nunavut Arctic College, Mariano and Tulimaaq Aupilaarjuk, Bernard Saladin d’Anglure and participating students Susan Enuaraq, Aaju Peter, Bernice Kootoo, Nancy Kisa, Julia Saimayuq, Jeannie Shaimayuk, Mathieu Boki, Kim Kangok, Vera Arnatsiaq, Myna Ishulutak, and Johnny Kopak. Photos courtesy Bernard Saladin d’Anglure; Frédéric Laugrand; Alexina Kublu; Mystic Seaport Museum. Louise Ujarak; John MacDonald; Bryan Alexander. Illustrations courtesy Terry Ryan in Blodgett, ed. “North Baffin Drawings,” Art Gallery of Ontario; 1923 photo of Urulu, Fifth Thule Expedition. Cover illustration “Man and Animals” by Lydia Jaypoody. Design and production by Nortext (Iqaluit). All rights reserved. The use of any part of this publication, reproduced, transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, or stored in a retrieval system, without written consent of the publisher is an infringement of the copyright law. ISBN 1-896-204-384 Published by the Language and Culture Program of Nunavut Arctic College, Iqaluit, Nunavut with the generous support of the Pairijait Tigummivik Elders Society.
    [Show full text]
  • Addressing Gendered Violence Against Inuit Women: a Review of Police Policies and Practices in Inuit Nunangat
    Addressing Gendered Violence against Inuit Women: A review of police policies and practices in Inuit Nunangat Full Report & Recommendations Pauktuutit Inuit Women Canada and Dr. Elizabeth Comack Department of Sociology and Criminology University of Manitoba January 31, 2020 pauktuutit.ca A REVIEW OF POLICE POLICIES AND PRACTICES IN INUIT NUNANGAT Contents Acknowledgements . .3 The Report in Brief . .4 Gendered Violence against Inuit Women . .10 Basic Demographics . .11 Framing the Issue: Locating Gendered Violence in the Colonial Context . .12 Pre-contact . .13 Early Contact . .14 Life in the Settlements . .16 The Role of the RCMP in the Colonial Encounter . .17 Into the Present . .22 The “Lived Experience” of Colonial Trauma . .24 Contemporary Policing in Inuit Nunangat . .27 RCMP Policies and Protocols . .27 RCMP Detachments . .29 The First Nations Policing Policy . .29 Policing in Nunavik: the Kativik Regional Police Force . .30 Policing Challenges . .32 Methodology . .35 Policing In Inuvialuit . .38 Safety Concerns and Gendered Violence . .38 Police Presence . .40 Community Policing: Set up to fail? . .40 Racism or Cultural Misunderstanding? . .43 Calling the Police for Help . .45 Responding when Domestic Violence Occurs . .46 The “Game within the Game” . .48 What Needs to be Done? . .51 Healing and Resilience . .54 Policing in Nunavut . .57 Police Presence . .58 The Police Response . .59 Racialized Policing . .60 “Don’t Trust the Cops” . .61 Normalizing Gendered Violence . .63 Policing Challenges . .64 High Turnover of Officers . .65 Inuit Officers . .66 The Language Disconnect . .68 The Housing Crisis . .69 What Needs to be Done? . .70 PAUKTUUTIT INUIT WOMEN OF CANADA 1 ADDRESSING GENDERED VIOLENCE AGAINST INUIT WOMEN Policing in Nunatsiavut .
    [Show full text]
  • Inuktut Language Month
    DEPARTMENT OF CULTURE AND HERITAGE eNewsletter In this issue: Uqausirmut Quviasuutiqarniq 2018 ....................................................... 2 Literacy Boxes to Schools, Daycares, and Libraries! . 2 Inuit Beliefs and Myths .................................................................... 3 Songwriting Contest Winners ............................................................ 7 Online Resources ........................................................................ 10 And much more! Uqausirmut Quviasuutiqarniq | 2018 Uqausirmut Quviasuutiqarniq Literacy Boxes to Schools, 2018 Daycares, and Libraries! February is Inuktut Language Month. This is The Department of Culture and Heritage is a time when Nunavummiut celebrate Inuit pleased to be sending out over 100 boxes of language and culture across our territory! books to celebrate Language Month. Schools, daycares, and libraries across Nunavut are This newsletter was developed to support once again receiving these boxes with carefully the promotion and use of Inuktut in our selected resources in Inuktut. workplaces, communities, and homes. Each box includes a range of picture books, In the following pages, you will find out about novels, and information books. The books were the theme for Uqausirmut Quviasuutiqarniq chosen for the age groups receiving them and this year, including announcements, resources, to match this year’s theme of Inuit beliefs and and information about programs that suppor t myths. Inuktut. Uqausirmut Quviasuutiqarnirmut Themes 2018-19 Inuit Beliefs and Myths 2019-20 Traditional Songs and Chants 2020-21 Inuit Names 2021-22 Traditional Games 2 Uqausirmut Quviasuutiqarniq | 2018 The 2018 Theme for There were so many beliefs about how we treated people. We were told never to make Inuktut Language Month fun of people who had physical deformities, Inuit Beliefs and Myths had mental challenges, and so on. If we made fun of them, our children or grandchildren As an Inuk growing up in Canada’s Arctic, I would have those characteristics.
    [Show full text]
  • Documenting Inuit Knowledge of Coastal Oceanography in Nunatsiavut
    Respecting ontology: Documenting Inuit knowledge of coastal oceanography in Nunatsiavut By Breanna Bishop Submitted in partial fulfillment of the requirements for the degree of Master of Marine Management at Dalhousie University Halifax, Nova Scotia December 2019 © Breanna Bishop, 2019 Table of Contents List of Tables and Figures ............................................................................................................ iv Abstract ............................................................................................................................................ v Acknowledgements ........................................................................................................................ vi Chapter 1: Introduction ............................................................................................................... 1 1.1 Management Problem ...................................................................................................................... 4 1.1.1 Research aim and objectives ........................................................................................................................ 5 Chapter 2: Context ....................................................................................................................... 7 2.1 Oceanographic context for Nunatsiavut ......................................................................................... 7 2.3 Inuit knowledge in Nunatsiavut decision making .........................................................................
    [Show full text]
  • Parc Des Pingualuit
    PAP_etat.qxd 9/7/01 8:53 AM Page 3 Status Report Parc des Pingualuit Société de la faune et des parcs du Québec Acknowledgements I am grateful to everyone who contributed to this report in any way. I would especially like to thank the following people: Parc des Pingualuit Working Group Vicky Gordon Willie Adams Michael Barrett Michel Damphousse Charlie Ulaku Community of Kangiqsujuaq Ulaayu Pilurtuut Arngak Charlie Arngak Betsy Etidloe Papikatuk Sakiagak Société de la faune et des parcs du Québec Marthe Laflamme Serge Alain Jean Boisclair Stéphane Cossette Jean Gagnon Gilles Harvey André Lafrenière Louis Lefebvre André Rancourt Jacques Talbot Denis Vandal Raymonde Pomerleau Project Coordinator, Parc des Pingualuit Acknowledgements I Table of contents List of maps, tables, and figures V List of maps V List of tables V List of figures VI Introduction VII Regional Context 1 Northern Québec 1 Demography 1 Territorial access and transportation 5 Local administration 6 Economic activity 8 Tourism development 9 Northern Village of Kangiqsujuaq 10 Population and services 10 Economic activity 10 Access 10 Land regime 15 Study Area 17 Climatic conditions 17 Temperature 18 Frost–free season 18 Precipitation 18 Day length 33 Ice formation and break-up on lakes and rivers 33 Biophysical resources 33 Relief and slopes 33 Geology 34 Origin of the crater 41 Geomorphology 42 The Pleistocence 42 The Holocene 51 Deposits 59 Hydrography 63 Vegetation 68 Fauna 75 Special features 89 Table of contents III Archaeological and historical resources 89 Archaeology
    [Show full text]
  • Phasages Et Déphasages. Représentations Du Temps Chez Les
    Document generated on 09/29/2021 7:47 p.m. Globe Revue internationale d’études québécoises Phasages et déphasages. Représentations du temps chez les Inuits de l’Arctique oriental canadien Representations of Time Among the Inuit of the Eastern Canadian Arctic Guy Bordin Les modernités amérindiennes et inuite Article abstract Volume 8, Number 1, 2005 Time sense and timekeeping among the Inuit of the eastern Canadian Arctic have been deeply shaken by the major changes (the advent of Christianity, the URI: https://id.erudit.org/iderudit/1000897ar adoption of a sedentary lifestyle, the establishment of schools, etc.) that have DOI: https://doi.org/10.7202/1000897ar taken place during the nineteenth and twentieth centuries. These upheavals have created tensions between the traditional practices regarding time and the See table of contents numerous constraints imposed by new circumstances. After discussing the Inuit methods for describing and dividing time before the establishment of contact with Whites, as well as the introduction of the Gregorian calendar and technical methods for measuring time, the author shows that the forced Publisher(s) cohabitation, or perhaps collision, of these two modes of temporality has Globe, Revue internationale d’études québécoises produced a hybrid system of timekeeping that must satisfy the demands of the moment to the extent possible, while maintaining an association with cultural practices transmitted from generation to generation. In this co-existence of ISSN times, individual and social methods of functioning are established that evolve 1481-5869 (print) along a continuum. A morpho-semantic analysis of relevant terms is also 1923-8231 (digital) conducted in order to reveal the literal meaning that alone can provide access to the underlying semantic structure.
    [Show full text]
  • Examining Precontact Inuit Gender Complexity and Its
    EXAMINING PRECONTACT INUIT GENDER COMPLEXITY AND ITS DISCURSIVE POTENTIAL FOR LGBTQ2S+ AND DECOLONIZATION MOVEMENTS by Meghan Walley B.A. McGill University, 2014 A thesis submitted to the School of Graduate Studies In partial fulfillment of the requirements for the degree of Master of Arts Department of Archaeology Memorial University of Newfoundland May 2018 St. John’s, Newfoundland and Labrador 0 ABSTRACT Anthropological literature and oral testimony assert that Inuit gender did not traditionally fit within a binary framework. Men’s and women’s social roles were not wholly determined by their bodies, there were mediatory roles between masculine and feminine identities, and role-swapping was—and continues to be—widespread. However, archaeologists have largely neglected Inuit gender diversity as an area of research. This thesis has two primary objectives: 1) to explore the potential impacts of presenting queer narratives of the Inuit past through a series of interviews that were conducted with Lesbian Gay Bisexual Transgender Queer/Questioning and Two-Spirit (LGBTQ2S+) Inuit and 2) to consider ways in which archaeological materials articulate with and convey a multiplicity of gender expressions specific to pre-contact Inuit identity. This work encourages archaeologists to look beyond categories that have been constructed and naturalized within white settler spheres, and to replace them with ontologically appropriate histories that incorporate a range of Inuit voices. I ACKNOWLEDGEMENTS First and foremost, qujannamiik/nakummek to all of the Inuit who participated in interviews, spoke to me about my work, and provided me with vital feedback. My research would be nothing without your input. I also wish to thank Safe Alliance for helping me identify interview participants, particularly Denise Cole, one of its founding members, who has provided me with invaluable insights, and who does remarkable work that will continue to motivate and inform my own.
    [Show full text]
  • KOOJESSE INLET R E E S G SC C E E N N NT T U 31 Arnaitok Arena/City Hall/Fire Hall 74 Wynberg Auto Q
    N ia qu ng uk R iver - + 6 . 7 2 - + 6 A . 6 I 2 G G IL 45 II 65 + - 1 . ! 7 2 ! ILII AIGG JA CK EX NIAQUNGUSIARIAQ P E 30 A N + - ¯ N A E W 4 A . A A K 6 N 2 L ! A L - + K S 2 . A 6 T 2 E I G R Z U E S - N + E 1 E H U . T 7 6 K E K - + L C E 2 . A N E 7 2 e 43 n M S i S O E Q d I J l V M A a ! I Q O r M K R Q I Leake A N A G I D L I M L E A L I I 59 O U ¯ T W G M N M e A A K k L S ! I A M C G a - A + A L H L K 1 . 7 E 2 A - + A E 4 . H N 6 Geraldine L T 9 C DR H R I IV 73 E O U M J O C L ! A N + - R E 7 E . K 6 O I A 2 A V D N I N O K D O A A M O I S K R S N A - + H 9 . 6 2 - Plateau + 6 . 5 9 - 23 + 1 . 7 Q !2 A U - + - J + Subdivision 8 I S . 4 1 . 9 0 A 5 R V ï I K - + 0 + - . 6 2 6 . 6 2 EET STR - + GUA 4 IN .
    [Show full text]
  • Archaeological Excavation
    An Instructor’s Guide to Archaeological Excavation in Nunavut Acknowledgments Writing by: Brendan Griebel and Tim Rast Design and layout by: Brendan Griebel Project management by: Torsten Diesel, Inuit Heritage Trust The Inuit Heritage Trust would like to extend its thanks to the following individuals and organizations for their contributions to the Nunavut Archaeology Excavation kit: • GN department of Culture and Heritage • Inuksuk High school © 2015 Inuit Heritage Trust Introduction 1-2 Archaeology: Uncovering the Past 3-4 Archaeology and Excavation 5-6 Setting up the Excavation Kit 7-9 Archaeology Kit Inventory Sheet 10 The Tools of Archaeology 11-12 Preparing the Excavation Kit 13 Excavation Layer 4 14 Excavation Layer 3 15-18 Excavation Layer 2 19-22 Excavation Layer 1 23-24 Excavation an Archaeology Unit 25-29 Interpreting Your Finds 30 Summary and Discussion 31 Making a Ground Slate Ulu 32-37 Introduction and anthropology studies after their high school Presenting the Inuit Heritage graduation. In putting together this archaeology kit, Trust archaeology kit the Inuit Heritage Trust seeks to bring the thrill and discovery of archaeological excavation to anyone who Many Nunavummiut are interested in the history wishes to learn more about Nunavut’s history. of Inuit culture and traditions. They enjoy seeing old sites on the land and listening to the stories elders tell about the past. Few people in Who is this archaeology kit Nunavut, however, know much about archaeology for? as a profession that is specifically dedicated to investigating the human past. This archaeology kit is designed to help Nunavummiut learn more The Inuit Heritage Trust archaeology kit can about what archaeology is, how it is done, and be applied in many different contexts.
    [Show full text]
  • Northern News and AINA News
    INFONORTH • 221 NORTHERN NEWS Grant-in-Aid Program Recipients for 2007 The Grant-in-Aid committee received 25 applications Mitiarjuk Attasie Nappaaluk, 1931–2007 this year, and sufficient funds were available for grants to Mitiarjuk Nappaaluk, Nunavik educator and author, ten individuals. The committee congratulates the success- died in Kangiqsujuaq, Quebec, on 30 April 2007. Dedi- ful applicants, whose names and research topics are listed cated to preserving Inuit culture, Mitiarjuk Nappaaluk below. Gregory Goldsmith, University of Alaska Fairbanks, authored over 20 books during her lifetime, including is studying the genetic characterization of interrelatedness Sanaaq, the first novel written in syllabics. Among her and clonality in expanding populations of arctic willow many accomplishments, Mitiarjuk also compiled an (Salix spp.) shrubs. Jennifer Rohrs-Richey, University of Inuttitut encyclopedia of Inuit traditional knowledge, trans- Alaska Fairbanks, is investigating the combination of lated the Catholic prayer book into Inuttitut, and helped to drought stress and the canker pathogen Valsa melanodiscus develop curriculum materials for the Kativik School Board. as agents in the mortality of alders in Alaska. Linda In 1999, Mitiarjuk Nappaaluk received the National Abo- Gormezano, American Museum of Natural History, will riginal Achievement Award in the Heritage and Spiritual- be estimating the abundance, spatial distribution, and ity category, and in 2004 she was appointed to the Order of genetic structure of polar bears using passively collected Canada. hair and feces. Shelly Rayback, University of Vermont, will use dendroclimatological and stable-isotope tech- niques to reconstruct the recent past climate of an alpine Northwest Territories/Nunavut Bird Checklist Survey site at White Pass, Yukon, Canada.
    [Show full text]