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Nunavut Archaeology and Artifacts for Northern Students Acknowledgments

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Nunavut Archaeology and Artifacts for Northern Students Acknowledgments A Guide to Nunavut Archaeology and Artifacts for Northern Students Acknowledgments Writing by: Brendan Griebel Design 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 and Artifacts booklet series: • Curriculum and School Services, Nunavut Department of Education • Government of Nunavut Department of Culture and Heritage • Tourism and Cultural Industries, Nunavut Department of Economic Development and Transportation. • Nunavut Tourism • Parks Canada, Nunavut Field Unit • Krista Zawadski • Luke Suluk • Kevin Kelly • Nick Amautinuar • Joanasie Qappiq • David Aglukkaq • William Beveridge • Ralph Kownak • Sharon Thomson • Ken Beardsale • Sue Ball • Sylvie LeBlanc • Max Friesen © 2014 Inuit Heritage Trust A Guide to Nunavut Archaeology and Artifacts for Northern Students Explaining this Guidebook 2-5 Inuit in the Canadian Arctic: An Overview 6-9 Archaeology: The Basics 10-13 Different Paths to the Past 14-17 The Role of History in Modern Day Nunavut 18-21 A History of Archaeology in Nunavut 22-25 Archaeology in Nunavut Today 26-29 Community-Based Archaeology in Nunavut 30-33 The Past as a Profession 34-37 A Year in the Life of a Research Archaeology Project 38-41 Best Practices in Nunavut Heritage: Artifacts 42-47 Photographing Archaeological Artifacts and Sites 48-49 Best Practices in Nunavut Heritage: Sites 50-53 Classroom Archaeology 54-57 Notes and Comments 58-59 References and Resources 60-61 Explaining this Guidebook The past as ever-present While these fragments of history may have originated deep in There are many stories that the past, they are handed down describe the history of Inuit people through generations who continue in the Canadian Arctic. Many to breathe new life into them by of these stories view history as a using them in the context of their place that is disconnected from own lives. the modern world; something that happened in the past and On a daily basis, the decisions remains there. The profession Nunavummiut make are guided of archaeology seeks to uncover by the past: Before traveling on history by digging up material the land and sea ice, the wisdom remains that are hidden beneath of elders is recalled to check the the ground. By examining these weather and the colour of the ice remains, or ‘artifacts,’ for traces of to make decisions about safety. their previous lives, archaeologists Before making new policies for the try to create a picture of how territory, politicians will consider people lived many years ago. how traditional Inuit values and knowledge might make those This booklet will look at the policies better. history, archaeology and artifacts of Nunavut in a slightly different History also overlaps with modern way. It understands history as society in more material ways. being something that originated Rather than simply being objects in the past, but that remains frozen in time, archaeological very much alive today. The past artifacts and sites continue to continues to seep into modern impact and challenge the way people’s lives in the form of Nunavummiut live their lives. memories, oral history, traditional Old camp sites fall in the path skills, names and old objects. of modern roads and buildings, requiring decisions as to whether they should be removed or 2 Explaining this Guidebook preserved. The designs of ancient harpoons and tools are learned Intended booklet and adapted into new materials to audience successfully carry old traditions into a new age. This booklet was designed to facilitate the classroom This booklet was written to help instruction of students in grades young people consider the ways 10-12 of the Nunavut high school that history lives on in Nunavut. system. The booklet’s content is Young people will come to directed towards more advanced recognize the role they play in high school levels for the remembering, maintaining and following reasons: building more knowledge about • It provides a brief review of the past. Today’s young people themes explored in the Grade will soon become the generation 8 curriculum from the Arctic responsible for making important Peoples and Archaeology decisions and laws regarding the website/CD-ROM, and the lessons Nunavummiut learn from Grade 9 web curriculum from history, the respect Nunavummiut Taloyoak: Stories of Thunder give to history, and the role that and Stone, and extends these history continues to play in the themes into more advanced territory. For that very reason, discussions of heritage politics, young people should become identity and guidelines in aware of how history influences Nunavut. their own lives and the lives of • It discusses the personal those around them. and civic responsibilities of students to respect and preserve the heritage of Nunavut; • It discusses heritage sector work as a potential career opportunity for students. 3 Explaining this Guidebook Booklet contents • When did archaeology begin in the Arctic and how has it This booklet will discuss three changed since then? important areas related to the • Who is responsible for manag- fields of heritage and history ing archaeology in Nunavut? in Nunavut: • What is community archaeol- ogy and how does it encourage 1. Archaeology in Nunavut Nunavummiut participation? • What rules are Nunavummiut Archaeology is used to research encouraged to follow around and manage old sites in Nunavut old sites and artifacts? in partnership with Nunavummiut communities. Despite this, many 2. History in Nunavut local people do not know what archaeology is, how it works, Different understandings of or what regulations guide its history impact the ways that work in the territory. As partners individuals, communities and and future archaeologists, cultures form their identities Nunavummiut need to know and politics. This booklet will what rights local people have in consider how Nunavut has been regard to preserving and managing shaped by history through the their own heritage, and how they following questions: can make sure that archaeology projects are relevant to local • Are the decisions and lifestyles people. This booklet will seek to of Inuit ancestors still evident answer the following questions: in modern Inuit culture? • Do Nunavummiut build • What is archaeology and how understandings of the past in can it help to understand the different ways than scientific Inuit past? archaeologists? 4 Explaining this Guidebook • How has the past informed history and archaeology play the politics and identity of in their lives. This is more Nunavut? effectively done by exploring the booklet’s content through in-class 3. History as a Profession discussions and debates. Much of the material can be used to The territory of Nunavut has challenge students to think in new numerous heritage opportunities and different ways. Discussion available for young people to start and debate topics have been building careers in archaeology listed alongside each course and museum studies. This booklet module, and classroom activities will focus on archaeology as a relating to learning material can potential job, providing answers to be found at the back of the book. such questions as: It is recommended that this booklet be used alongside the two • Why choose archaeology as other booklets in the Nunavut a job? Archaeology and Artifacts series, • What does the work year of an to gain more in-depth knowledge Arctic archaeologist look like? of how archaeology and artifacts • What responsibilities does an are regulated and managed in the archaeologist have? territory. A section titled ‘Notes and Comments’ has been included at the back of this booklet for Using this booklet educators to write in additional discussion topics, activities and This booklet is designed as a resources for the benefit of future resource for classroom instructors educators using the booklet. to follow up on previous archaeology and oral history curricula written for Nunavut. It encourages students to think more critically about the roles that 5 Inuit in the Canadian Arctic: An Overview Inuit migrate to the “In the very first times Canadian Arctic there was no light on earth. Everything was in darkness, the lands could not be seen, The origins of the Inuit people, as told through their legends, belong the animals could not be to a time long ago when animals, seen. And still, both people people and the Arctic landscape and animals lived on earth, were one. The first material but there was no difference evidence for Inuit living in the between them...They may Canadian Arctic has been dated have had different habits, by archaeologists to around 1250 but all spoke the same AD. These early ancestors of the tongue, lived in the same Inuit are known as ‘Sivulliit,’ or kind of house, and spoke ‘the first ones.’ Archaeologists have and hunted in the same named this group the ‘Thule,’ or way. That is the way they ‘Neo-Eskimo,’ people. Before the lived here on earth in the arrival of the Thule, the Canadian Arctic was inhabited by various very earliest times, times different cultural groups who that no one can understand came and went from the region now.” starting around 3000 B.C. While archaeologists call these early -From a story told to Knud populations ‘Paleo-Eskimo’ people, Rasmussen in 1931 by they also name and group them Naalungiaq, a Netsilingmiut according to the different ways in man. which they lived and the types of tools that they used. 6 Inuit in the Canadian Arctic: An Overview When Inuit entered the Canadian • The Thule were escaping from Arctic, they likely overlapped negative social conditions with another cultural group in Alaska, which included known to Inuit as the ‘Tuniit’ and overpopulation and warfare; to archaeologists as the ‘Dorset’ • The Thule were following people. Inuit stories describe them bowhead whale migrations that as a race of very strong, yet shy, moved increasingly eastward people who hunted with massive as the climate became warmer.
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