People of the Ice Unit III: Sea Ice & People

Seasonal Resources ACTIVITY TIME

90 minutes

LEARNING OUTCOMES

• Illustrate the relation- ship between food resource harvesting and seasonal cycles.

• Discuss the role of sea ice in food resource harvesting in Arctic communities.

• Describe how natural resource harvesting is fundamental to cultural identity and food security in the Arctic.

• Describe the traditional Inuit six-season calendar and how it varies across different re- gions of the Arctic.

• Consider the availability of lo- cal food resources in students’ OVERVIEW own communities and how this may or may not be influ- The Arctic environment changes dramatically over the course of a enced by seasonal changes. year, transforming from a landscape of ice and snow in the winter to a • Compare and contrast food kaleidoscope of biological activity in the spring and summer. Traditional security in different commu- knowledge passed down through the generations has helped the Inuit of the nities. Arctic make the most of what nature has to offer throughout the seasons.

In this activity students use a food wheel to explore the seasonality of food resources harvested in Sanikiluaq, an island community in Hudson Bay. Students create their own food wheels depicting the seasonal availability of key food items in their own communities, and compare them to the community of Sanikiluaq. FLOW 1. Watch video 4. Research individual plants and 2. Read season cards animals 3. Make food wheel 5. Complete worksheets 6. Post-discussion questions

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 1 Seasonal Resources G

CONTENTS Student Overview 2 Worksheet 12 Background 3 Extensions 17 Preparation 5 Links 17 Procedure 6 Sources 21 Discussion Questions 8 Attribution 21 Belcher Islands’ Season Descriptions 8

STUDENT OVERVIEW

WHY? HOW?

Food that is not grown or harvested in your Talk about country food that you community must travel a long distances to  have eaten before. reach you, making it more expensive, less fresh and not as nutritious. Knowing what food is Watch a video to learn about the available from the land (or water), when it can  Belcher Islands. be harvested and how it is best prepared can help Choose a wildlife species from you maintain a healthier lifestyle.  the Belchers and read cards to WHAT? determine when it is harvested. Fill in a worksheet and food • What resources can be harvested locally. wheel with your new knowledge. • When local resources are normal harvested.  Repeat focusing on your community. Talk about your findings and  figure out what it all means.

Image 1 Hunter and Canada goose (S. DesRoches and M. Gordon)

2 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

BACKGROUND VOCABULARY Harvesting: Collecting, For centuries, the diets of Inuit people in the Arctic have been shaped fishing or hunting plants or by seasonal changes in the local environment. In order to survive and animals for food. thrive in the arctic climate, people had to develop a keen understanding of seasonal cycles and a diverse set of skills for successful harvesting of Calving: When female wildlife and plants. They had to know the timing and specific geography reindeer/caribou give birth to their young; young cari- of food availability and adapt to changing and unpredictable conditions bou are called calves. year after year. What people ate was governed by the seasons, by their ability to harvest, as well as by cultural and personal preference. Country food: Foods that can be harvested locally. In northern communities, store-bought foods are extremely expensive Eco-region: A sub-category of an and contain far less nutritional and caloric value, gram for gram, than ecozone that contains a distinct country food, or foods that can be harvested locally. Subsistence biodiversity of flora and fauna. hunting remains a way of life in many arctic communities today. Modern Inuit apply skills honed over generations to use harvested Flaw leads: Cracks between flow ice animals as thoroughly as possible for food, clothing, tools, art, medicine, and landfast ice. These are used by animals such as seals to access air and many other uses. Depending on location, animals such as seal, to breathe, and by eider ducks for caribou, muskoxen, various whale species, and fish are used to varying access to food at the sea floor. degrees by Inuit across the Arctic. For example, the Inuit of Baker Lake call themselves the “caribou people” because of the important role Floe edge: Where the sea ice caribou plays in their diets. The community of Baker Lake is the only attached to land, meets the moving floe ice of Hudson Bay. non-coastal community in Nunavut, and so marine wildlife, such as whales and seals, feature much less prominently in the local diet. Food security: Having access to nutritious food. On the Belcher Islands of southeast Hudson Bay, Inuit in the community of Sanikiluaq use eider ducks as a major source of food and Food wheel: Shows which natural resources are available or harvested clothing. Several dietary staples can be found year-round in Hudson Bay, in each month. including ringed and bearded seals, common eiders, and sea-bottom Polynya: An area of open water surrounded by sea ice; often re- mains open throughout most of the winter.

Seasonality: Variation that occurs in time with the seasons.

Subsistence hunting: Providing food by using local resources for person- al, non-commercial consumption.

Image 2 Fish is dried and preserved over a fire. (J.Heath)

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 3 Seasonal Resources G

animals such as mussels and sea urchins. Among other environmental factors, the presence (or absence!) and quality of sea ice greatly influences what will be available for Inuit to harvest.

Early spring is a particularly difficult time for food resource gathering in the Belcher Islands. Polynya can freeze over at this time, decreasing the availability of open water in which eider ducks can feed, forcing them to spend more time in open water at the floe edge. The floe edge is where the sea ice attaches to land and is called landfast ice, which meets the moving floe ice of Hudson Bay. Cracks often form between the floe ice and the landfast ice, opening what are calledflaw leads. Flaw leads can be used by animals such as seals to access air to breathe, and by eider ducks for access to food at the sea floor.

Seals are also more difficult to hunt during the early spring. Seals start making multiple breathing holes in the late fall as the ice develops, and they maintain these holes over the winter by scraping back the ice with their thick nails. However, in the early spring the sea ice is so thick that seals have a hard time keeping their breathing holes open. In the spring months Inuit hunt the seals by waiting at their breathing holes. But as the holes freeze up it becomes more challenging to find both the holes and the seals.

Each of the six (sometimes more) seasons on the Inuit calendar have different environmental conditions important for the local area. Wildlife observations, such as the return of migratory birds, and natural events, such as the breakup of sea ice, typically define the start and end of each season in a local context.

In general, the Inuit seasons consist of ukiuq (winter), upirngassaq (early spring), upirngaq (spring), aujaq (summer), ukiassaq (early fall), ukiaq (fall). A table showing how these Inuit seasons correspond to the commonly known 12-month calendar is shown in Figure 1. Interestingly, the spelling of the seasons changes with different local dialects. The criteria for each season also changes between differenteco-region s throughout the Arctic. This emphasizes how seasonal calendars were understood and used in the local area they were describing.

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Ukiuq Upirngassaaq Upirngaaq Aujaq Ukiassaaq Ukiaq Figure 1 Calendar months’ names with corresponding Inuit seasons.

How do these seasonal cycles affect people in the Arctic? Understanding the intricate cycles and annual patterns, and being able to adapt harvesting practices around them, have played a critical role in the survival and persistence of Arctic peoples.

By creating a seasonal food wheel diagram, we can visualize and understand how different environmental and biological conditions at different times of the year give rise to the diverse local diets characteristic of Inuit communities.

4 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

PREPARATION

RESOURCES  Map of Sanikiluaq and the Belcher Islands SIKU map of the Belcher Islands and the community of Sanikiluaq. https://arcticeider.com/links/sre4  People of a Feather Location Video A video from People of a Feather that explores the landscape and ecosystem of the Belcher Islands. https://arcticeider.com/links/sre9  Optional: Interactive Food Wheel Activity When doing the activity with the entire class or reviewing students’ work, this SMART notebook activity allows the teacher or students to drag and drop images of the resource onto the season when it is harvested. https://arcticeider.com/links/sre3  Optional: Belcher Islands Seasons Presentation This PowerPoint presentation contains photos and summarized information from the Belcher Islands Seasons Descriptions section and can be used to do the activity together as a class. https://arcticeider.com/links/sre12

Image 3 Seamstresses in Sanikiluaq sew together eider duck skins, which have been harvested on the land, to make traditional parkas. (J.Heath)

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 5 Seasonal Resources G

PROCEDURE

PART I: INTRODUCTION 1. Ask your class what country food they have eaten. 2. Tell students that they will be taking a look at the seasonal diet for the Inuit on the Belcher Islands region of Hudson Bay, and that they will compare this with seasonal food availability in their own community. Show the Belcher Islands Seasons Presentation (pg. 5). 3. Show the People of a Feather Location Video (pg. 5), which includes footage of natural resource harvesting around the community of Sanikiluaq, on the Belcher Islands. 4. Review the Background (pg. 3) with the class.

PART II: BELCHER ISLANDS FOOD WHEEL 5. Explain to students that they will be creating a seasonal food wheel for the community of Sanikiluaq, based on six common food sources. 6. Break the class up into six groups (if not possible due to class size, break up into fewer groups, and have each group work with two or three food resources). 7. Assign each of the six groups one food resource from the following list:

A Ringed seal B Arctic char C Caribou/reindeer D Eider duck E Beluga whale F Berries

8. Briefly explain how the activity works:

A In their groups, students begin by taking turns reading descriptions from each of the Belcher Islands’ Season Descriptions (pg. 8) out loud. B Referencing what they have learned, students answer question from the Worksheet (pg. 12) and complete Table 1. C Students indicate on the worksheet when their food source is harvested and why. D Students add their food source to their Seasonal Food Wheel (Figure 2) in the corresponding season(s).

6 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

9. Once groups have finished, have them go to the front board and indicate where on the food wheel their food resource should appear. Optionally use the Interactive Food Wheel Activity (pg. 5) or draw your own. Have students write out the Inuit season names on the blank seasonal food wheel (Figure 3) on the board. 10. Once all of the groups are done, ask each group to explain why their food resource is harvested predominantly at that time of year. Each student should record each food source on their individual food wheel after each presentation. 11. After all groups have contributed to the food wheel, have students comment on what they see. Are there other food resources on the Belcher Islands that were not discussed? Have students discuss which of these may be common in the Belcher Islands and when they might be harvested. 12. Show students the Belcher Islands Food Wheel answer key (Figure 2) on the screen and have the class compare this diagram to the food wheel they created. Discuss any differences.

PART III: YOUR COMMUNITY FOOD WHEEL 13. Students will now repeat the activity for their own community. 14. As a class, brainstorm a list of six food resources that are harvested locally. 15. Have students complete Part II Worksheet (pg. 12), along with a new Tracking the Seasons Table (Table 2) and Blank Seasonal Food Wheel (Figure 3). 16. Draw a new food wheel on the board and have each group once again contribute their food source to it. 17. Use the Discussion Questions (pg. 8) to recap the lesson.

Image 4 Dried beluga meat (nikkuk) with smoked beluga muktuq sausage (inaaluk)(J.Heath).

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 7 Seasonal Resources G

DISCUSSION QUESTIONS 1. What types of foods do Inuit from the Belcher Islands eat? Eider duck meat and eggs, caribou, seal, whale, maqtaaq etc. 2. Where does this food come from? Generally it is harvested locally (but most people supplement their diet with store bought foods). 3. How do you think the Belcher Islands’ Inuit diet differs from your own? Why is it different or the same? Answers will vary. 4. Why are the seasons important for the diet of Inuit from Sanikiluaq? Inuit harvest different plants and animals in each season. This dietary diversity allows for a greater opportunity to get a variety of nutrients throughout the seasons. 5. Which season provides the smallest diversity of food resources? In other words, in which season is it most difficult to find a variety of food resources? In early spring, the sea ice is at its thickest and greatest extent, and many traditional foods are not available at this time. For example, polynyas can freeze over, forcing eider ducks to other locations such as flaw leads. Seals may also be harder to find because their breathing holes can freeze over. Furthermore, weather conditions make long hunting trips more difficult and dangerous.

BELCHER ISLANDS’ SEASON DESCRIPTIONS

Image 5 A hunter shoots at eider ducks off of a boat on the Belcher Islands during the summer.

8 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

UKIAKSAK - EARLY FALL Months: September and October

In the early fall, or ukiaksak, rain comes more frequently. Rain changes to ice pellet showers as air temperature drops. Flurries and light blowing snow further indicate that fall is on its way. In towns and on the tundra meltwater pools and ponds begin to freeze. Lakes and rivers soon follow, freezing up as the temperature cools. The days become shorter.

Early biological indicators of this temperature change include birds migrating south and fish Image 6 An arctic fox is camouflaged against the snow as migrating upriver. Frost begins to occur, the the ukiassaaq temperatures get colder. vegetation changes colour, and the once-green tundra becomes alive with reds and yellows. Berries are plentiful in many areas, including the small black crowberries, red and tart mountain cranberries, and the large, red bearberries.

UKIAQ - FALL Months: November and part of December

In the fall season, or ukiaq, the days continue to shorten. It snows often, and blowing snow is frequent. There is occasional mild weather and fog. The sea ice begins to freeze, first within inlets and along shorelines.

The arrival of fall is announced by the migration of beluga whales and seals to their wintering locations near the Belchers. Walrus move inshore, preparing for the winter. The ice is new, thin and weak, and not yet safe Image 7 Ice begins to form on the bay. (J.Heath) for reindeer to migrate upon. Eider ducks are plentiful around the Belcher Islands.

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 9 Seasonal Resources G

UKIUQ - WINTER Months: part of December, January and February

In the winter season, ukiuq, sunny, cold days are common. The land and sea are now completely frozen and the ice continues to thicken over these months. The extreme cold causes ice fog.

Reindeer are commonly found on the tundra and the ice in this coldest season of the year. Polar bears, with the exception of pregnant Image 8 Thick ice in Ukiuq makes hunting for large females, are active year round and can be mammals, such as polar bear, possible. (J.Heath) hunted at this time. Many invertebrates and fish such as Arctic cod, whitefish, and sculpin, are found beneath the ice. But due to the thick ice covering the sea and lakes, these creatures are most easily accessible to seals and other marine animals. Eider ducks, and occasionally belugas, are found because of the presence of polynyas and the floe edge.

UPINGASAQ - EARLY SPRING Months: March and part of April

In the early spring season, upingasaq, residents of Sanikiluaq observe an important turning point in the annual cycle. The days are getting longer, and the sun thaws snow-covered areas. In some areas, snow melts to expose prominent landforms. There is occasional snow and fog. However, it does not mean that life is getting easier for Arctic flora and fauna. This is the time when ice is at its thickest and greatest Image 9 Thick ice in Ukiuq makes hunting for large extent. mammals, such as polar bear, possible. (MODIS/NASA)

Polynya can freeze over at this time, which means eider ducks tend to spend more time feeding in open flaw leads that form at the floe edge. Seals maintain multiple breathing holes in the ice through the fall and winter by scraping through the sea ice with the nails in their front flippers. In the early spring many of these breathing holes begin to freeze over because the ice is so thick.

A highly anticipated and welcome sign of early spring is the arrival of Canada geese and other migratory birds. From the end of March to early May, female reindeer are calving. Although there are several natural resources that the Inuit can harvest at this time, the extremely thick sea ice limits access to many ocean-dwelling creatures. Consequently, the local traditional diet is the least diverse in the early spring.

10 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

UPINGNAQ - SPRING Months: part of April, May, June, part of July

In the spring season, upingnaq, the days are long and weather is at its best. Warm air over cold water creates occasional fog. Lake and sea ice breaks up and begins to melt.

Beluga whales return to the region as the sea ice breaks up. Birds are nesting and laying eggs. Reindeer are plentiful from May through to mid-September. At this time the residents of Image 10 Birds and their eggs are harvested in the spring. Sanikiluaq are spending time in family cabins Here, eider duck eggs are cooked over a fire. (J.Heath) and A-framed canvas wall tents throughout the Belcher Islands, particularly on Flaherty and Tukarak Islands. Female reindeer finish calving in early May then raise their young for the remainder of the spring season.

AUJAQ - SUMMER Months: Part of July and August

In the summer season, aujaq, the sun warms the land, which results in plenty of fog and rain with occasional thunderstorms. The sea ice is gone. Wind blows across the exposed water creating large waves.

With the sun shining on their leaves and meltwater feeding their roots, plants grow well during this season. Several berry plants Image 11 Reindeer are hunted by boat or ATV during have tender fruits available to harvest in the aujaq when there is no ice. (J.Heath) late summer, including sweet blueberries and salmon-coloured cloudberries. As the sea is now completely uncovered, many beluga whales are found in the region.

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 11 Seasonal Resources G

WORKSHEET

PART I: THE BELCHER ISLANDS Our group’s food source(s):

1. Read the Belcher Islands Season Descriptions. 2. Using what you learned, fill out Tracking the Seasons on the Belcher Islands Table( 1) and label the community name as Sanikiluaq. 3. At what time(s) of year is your group’s food source harvested on the Belcher Islands? Name the seasons and explain why with as many details as possible. Answers will vary depending on species.

4. Using arrows, indicate the seasons associated with your food resource on your Belcher Islands Seasonal Food Wheel (Figure 2). Don’t forget to label the Inuktitut season names on the outer ring and the community / region as “The Belcher Islands”.

PART II: YOUR COMMUNITY 5. Choose a food resource that is seasonally available in your community: 6. Using what you already know about your community, fill out the Tracking the Seasons In Your Community (Table 2) and label it with the name of your community. 7. At what time(s) of year is your group’s food source harvested in your community? Name the seasons and explain why with as many details as possible. Answers will vary depending on species and community.

8. Using arrows, indicate the seasons associated with your food resource on Your Community Seasonal Food Wheel (Figure 3). Don’t forget to label the Inuktitut season names on the outer ring and the community / region with the name of your community or region.

12 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

Community Name: Sanikiluaq Table 1 Tracking the seasons on the Belcher Islands answer key.

Biological Changes Biological resources are easily harvested at this time? at easily harvested are resources Berries such as crowberries, cranberries, bearberries are bearberries are cranberries, Berries such as crowberries, pick to ready hunt to and good fat are Eider ducks on hunt to dangerous Ice is too fished and char are Whitefish hunted are Eider ducks is possible on and polar bear hunting Caribou, reindeer sea ice cod though holes in the ice fish arctic Hunters found in polynyas are beluga and sometimes Eider ducks holes their breathing at be hunted Seal can not hunted therefore and are calving are caribou Female not usually but are in lakes overwinter & char Whitefish harvested had they hungry because most were families Traditionally had not birds fall and migratory the from supplies left few returned yet return sea birds and migratory Canada geese the South from this time at collected and eggs are hunted are Birds to the ocean return fished as they char are Arctic hunted and are areas ice-free to Whales return lie on ice since they hunt easier to are Seals and walrus pans near open water be done caribou on the mainland must for Hunting of open water because and ATV boat by How does each season impact plants and animals? What and animals? What does each season impact plants How • • • • • • • • • • • • • • • • • •

nvironmental Changes E nvironmental Hours of sunlight, weather, weather, of sunlight, Hours ice thickness/cover, other changes ice thickness/cover, Days begin to get shorter get begin to Days cooling temperatures rain, More freeze begin to and rivers Lakes Less and less daylight and fog snow and blowing Snow freeze Sea ice begins to Dec 21, then around of the year day Shortest longer get begin to days ice cause temperatures cold Very sunny generally fog; use to hunters thick enough for Ice becomes their snowmobiles currents strong by ice-free kept are Polynyas other season sea ice than any More its thickest and sea ice is at Lake over freeze can Polynyas longer getting are Days melt begins to Snow up break to Sea ice starts apart ice breaks River (June 21st) of the year day Longest warm begins to Weather long still are Days grow plants tundra helps Lots of rain melted Ice has completely • • • • • • • • • • • • • • • • • • • • • • Inuit Ukiaq Ukiuq Aujaq Season Upingnaq Ukiassaaq Upirngassaq to to to to to to March March A ugust Months October Mid July February early July Late April Late Early April Early November Late December Late early December Early September Early

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 13 Seasonal Resources G

Region / Community: Belcher Islands

r J embe anuar Dec y Ukiu k (W in te ll) r) er a F b (F Ar e cti b m q c C r e ia o u v k d ar o U y N Po lar B r ea ha ga Wh r c C Belu ale cti Ar R e im in om An als d ott e U a B e h Se r p is f i e Ei r t de r M i r n e h D u a b c g W k r a o c d & Beard t al e s e e d h ) S Se c e d s l e a g l l w in a O a Pt a R a q e rm F S i g a ( n E y

l a

r W r

a

l

a

y

E l

( r

u S

s

q

p

a

r

i

a M

n

s e

g

s r

g

) r

a a y i

e n r

s r A k b e e

r b

p

U n

m a

r r

e

C i

l

t

B t

p e r

l Se wo e u a d

g beach San S a B W n e i r h lp r al cu

ie e S s

Reindeer

s

A g

t

A g M

s u rctic Char E a

u j ck ) y

g a u

u q D g

& n

A ( s i S rd r u Bi p

m Canad rine (S

m a Goose Ma q e a

r) ga

rn

i

Up

J

u

y

l

n u J e

Figure 2 Belcher Islands Seasonal Food Wheel answer key. (Voices from the Bay 1)

14 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

Community Name: Table 2 Tracking the seasons in your community. Biological Changes Biological What resources are easily harvested at this time? at easily harvested are resources What How does each season impact plants and animals? does each season impact plants How nvironmental Changes E nvironmental Hours of sunlight, weather, weather, of sunlight, Hours ice thickness/cover, other changes ice thickness/cover, Inuit Season to to to to to to March March A ugust Months October Mid July February early July Late April Late early April November Late December Late early December Early September Early

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 15 Seasonal Resources G

Region / Community:

Uki uk ( Wi nte l) r) al (F q ia k U

U p i r n g

a

s ) s l l a

a q

F

(

E y

l a

r

r

a

l

y

E

(

S

q p

a

r

i

a

n

s

g

s

) a

i

k U

A u j ) aq g ( in Su pr m (S me aq r) ga irn Up

Figure 3 Blank Seasonal Food Wheel where students will record data from their own community.

16 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com People of the Ice Unit III: Sea Ice & People

EXTENSIONS

MATH For a graphing activity, access the Nunavut Wildlife Harvest Study (pg. 17). Have the students select a coastal community in the Hudson Bay region: Arviat, Chesterfield Inlet, Coral Harbour, Rankin Inlet or Whale Cove. Have the students create bar or line graphs showing monthly harvests of one species (e.g. caribou) during one reporting year. Have students answer questions about their graphs. What shape does the line make? What trends do they notice? What months have the largest harvest? Using the knowledge gained in this lesson, what are possible explanations for this peak in the harvest? Students may also determine the mean, median and mode from the data set.

LINKS  Nunavut Wildlife Harvest Study Nunavut Wildlife Management Board’s 2004 summary of wildlife harvesting, either in full or by community. https://arcticeider.com/links/sre1  Food From the Ice lesson plan Students graph the number of walrus traditionally harvested in Igloolik using results from the Nunavut Wildlife Harvest Study. https://arcticeider.com/links/sre11  Inuit Bowhead Knowledge Study Study of the harvest of Nunavut Wildlife Management Board. https://arcticeider.com/links/sre2

Image 12 A hunter drags a harvested seal across the sea ice using a gaff hook. (J.Heath)

ArcticSeaIce.com THE ARCTIC SEA ICE EDUCATIONAL PACKAGE TEACHER VERSION 17 Seasonal Resources G

SOURCES

1 McDonald, M. A., Arragutainaq, L., & Novalinga, Z. (1997). Voices from the bay: Traditional ecological knowledge of Inuit and Cree in the Hudson Bay bioregion. Ottawa, Ont.: Canadian Arctic Resources Committee.

ATTRIBUTION

PRIMARY • Frances Ross

CONTRIBUTORS • Karl Hardin • Joel Heath • Sharina Kennedy • Jackie Kidd • Misha Warbanski • Evan Warner

18 TEACHER VERSION THE ARCTIC SEA ICE EDUCATIONAL PACKAGE ArcticSeaIce.com