POST-WAR CHANGES The Eskimo Identification Tag System The federal government’s notion of a “modern” state included a need to keep track of the people. Between IN THE ARCTIC 1941 and 1978, the federal government implemented the Eskimo Identification Tag System and assigned each Inuk a four-digit number. The system was designed to help Qallunaat (non-Inuit) record the names of Inuit after World War II Inuit living in settlement areas and to facilitate Inuit had long lived as an egalitarian the distribution of family allowances and other people, moving from place to place in governmental programs and services. In this way, it small hunting groups. Though they brought Inuit more closely under federal government continued to do so after adapting to control. the fur trade, the federal government believed Inuit would be better off living in permanent settlements and began a policy of relocation. Inuit communities were established near trading posts, military bases, and weather stations. Figure 4 This photo of Juunaisi (also known The sedentary lifestyle made Inuit more as Eunice Arreak) was taken in August 1945 at vulnerable to changes in the global fur Pond Inlet (Mittimatalik/Tununiq), Nunavut. market, and when the fur trade collapsed, Her identification number was used in all official documentation. How was the use they could not earn sufficient income to of these identification numbers similar to purchase goods. In addition, caribou—a and different from the current use of Social source of traditional food for Inuit—was Insurance Numbers? Figure 2 These photos are from Inuk photographer Barry scarce. As a result, many Inuit suffered Pottle’s Awareness Series. Originally, the identification tag food insecurity, starvation, and death. system used only numbers. In the mid-1940s, the government issued every Inuk a small burgundy disk containing a letter and Every Eskimo once a number. Tag numbers started with a W or an E (Western or committed his or her Changing Relationships Eastern Arctic), followed by a number for the region (for example, E-number to memory. I Inuit families were not accustomed to E8 for the Ungava Bay region and E9 for the Hudson Bay region). know many who still use their Ujamiit living together for long periods of time, How were the tags symbols of Inuit loss of identity? numbers as a PIN for charge cards, and social tension increased among a house number, or a label for their belongings. community members. The heads DRAFT SAMPLEFor a time I was Peter E3-546].… When I lived of some clans saw their leadership with Enneck or Erneck or E3-546, I never felt Figure 5 This comment was made by disputed. Some families used non-Inuit very proud of any of them].… But when I Zebedee Nungak, E9-1956. Compare this forms of governance such as municipal changed it my way to “Irniq,” it was as though, I have comment with Piita Irniq’s comment. What councils to exert control over others in Figure 1 This CBC ad finally retained my own ownership to my name. I have may account for the differences? appeared in Maclean’s taken back my culture and my language. food insecurity their communities. Social classes began magazine in November 1961. the lack of sufficient to appear where egalitarianism had been How does the message of this and healthy food due Figure 3 This comment was made by Piita Irniq, who was ad differ from the actions of the way of life. to accessibility or an artist, public servant, and commissioner of Nunavut from the Canadian government affordability issues 2000 to 2005. toward the Inuit at the time?

54 Canadian History Since World War I NEL NEL Post-War Changes in the Arctic 55 Inuit Sled Dogs Relocation to the High Arctic Inuit Relocation to the High Arctic, 1951–1955 Canadian and Québec government officials also used In the early 1950s, the Canadian their authority to regulate qimmiit (sled dogs), which government announced plans to GREENLAND ARCTIC Inuit relied upon to hunt. Officials ordered Inuit to tie relocate some Inuit from regions in the OCEAN Grise Fiord Craig Harbour up their qimmiit. They believed that qimmiit looted south to new settlements in the High Qausuittuq Baffin Bay (Resolute Bay) food, transmitted diseases, and attacked humans. They Arctic. The explanation the government Mittimatalik (Pond Inlet) feared stray qimmiit were more dangerous than wolves gave for the relocation was that the D av is S because qimmiit were not afraid of humans. Despite High Arctic contained plenty of game t ra it Figure 6 Inuit used qimmiit for transportation. the order, many qimmiit continued to roam free. for Inuit to hunt and trap, while wildlife They also used qimmiit for hunting because Between 1957 and 1975, RCMP and other settlement resources around southern settlements NUNAVUT NORTHWEST they could follow the scent and tracks of prey, authorities enforced their order and shot many were scarce. This was not the case. The TERRITORIES find the aglus (seal’s breathing hole), and guide qimmiit, allegedly as many as 20 000. High Arctic ecosystem was entirely N hunters home during a snowstorm. During different than what the Inuit knew and W periods of starvation, Inuit would eat qimmiit E and use their fur for warmth. they suffered terribly there. Critics of Hudson Bay The Inquest QUÉBEC 0 360 km S Inukjuak In 2000, the Qikiqtani Inuit Association (QIA) and the the plan believe the government tried Makivik Corporation of Nunavik requested that the to assert its sovereignty by populating Figure 12 Federal officials moved several Inuit Half of my Inuit identity was Canadian government launch a public inquest into the regions of the High Arctic with Inuit families from the community of Inukjuak (Port taken away. killing of qimmiit. In 2006, the RCMP released a report families. Harrison), in northern Québec, to the unpopulated — Mattiusi Iyaituk islands of Ellesmere and Cornwallis. At the stating that there was no evidence of a systematic, time, Inukjuak’s population was about 500. The organized sled-dog slaughter by the government. The community had a nursing station, a school, an qimmiit were destroyed because they were starving, I remember very vividly about being HBC trading store, a weather and radio station, transferred to another ship at Pond Inlet, to a police post, and church missions. Why would I had to adopt another way diseased, or dangerous to the community. an icebreaker and getting on that ship and Inuit have faced challenges moving from Inukjuak of life. to the High Arctic? How would having Inuit then being told that our group was being divided into families living in the High Arctic show Canadian — Paulusi Padlayat two groups. At that point, everybody panicked sort of, sovereignty more than the presence of weather Several dog owners and their families were left because they had been told that they would not be without means of sustenance … On numerous stations and military bases and personnel? separated. History 10 Ontario Indigenous Enhance occasions I asked the owners and their children if 0176886753 It was so silent in the the federal or provincial authorities had offered Figure 10 This statement was made by John Amagoalik in FN sdl05-f01-nh10onesb CHECK IN community. some help following the slaughtering of their 2011. His family was relocated to Resolute Bay in 1953, when he 1. Cause and Consequence — Naalak Nappaaluk dogs. Each time they gave a negative answer. was five years old. HeCO lived there for 19Crowle years. Amagoalik Art Group was instrumental in the creation of Nunavut. What were the consequences of the post-war changes in the Arctic? Figure 7 These comments were made by Inuit Pass 1st pass What may have been intended Figure 8 This excerptDRAFT is from a report by Judge Jean-Jacques SAMPLE who appeared in the 2005 documentary, Echo Approved and unintended consequences of Croteau, “Regarding the Allegations Concerning the Slaughter of It was awful. They had to learn to get ready of the Last Howl. How do these comments show Not Approved government policies? the consequences of the government’s policy Inuit Sled Dogs in Nunavik (1950–1970),” released in 2010. for the dark season ... the older generation, toward qimmiit? were used to having lots of different kinds of 2. Communicate birds and then shore creatures like clams and Do online research to learn about oysters. There were none here. Figure 9 This statement was made by The Québec government recognizes that the long-term consequences for Inuit former Québec premier Jean Charest on Inuit society has been affected by the sled families who were moved to the High August 8, 2011. Charest pledged $3 million dog slaughter. We hope that this agreement Figure 11 This quote by Larry Audlaluk appeared in a CBC Arctic. Look for photos, quotations, to help Inuit protect and promote their signed today demonstrates the desire of article published in July 2017. Audlaluk was two years old when audio recordings, and videos. Create a culture. Why is it important for Inuit that the Québec to work hand in hand with the Inuit. he and his family moved 2000 kilometres north, from Inukjuak to short presentation for your class. government recognized the sled-dog slaughter? Grise Fiord.

56 Canadian History Since World War I NEL NEL Post-War Changes in the Arctic 57 Teacher's Resource Sample Lesson

ASSESSMENT: Use No Hands to hear individual students’ POST-WAR CHANGES IN thoughts in response to the questions and to assess their under- standing of the concepts. Encourage other questions to flow natu- THE ARCTIC rally out of the conversation so that students who are unclear have Student Resource pp. 54–57 a chance to clarify their thinking. EXPECTATIONS C1.4, D1.1, D1.4, D2.4, D2.5, D3.2, Extension/Alternatives D3.3, E1.3 • Ask students to create two inquiry questions about Indigenous art or artists from this time period. Invite them to share their LESSON SUMMARY questions with a partner for feedback. Students may use their Success Criteria Students can questions to help guide their inquiry for Check In question 2. • consider the changes to Inuit life between 1945 and 1982 and CONSOLIDATION explore the consequences • Have students create a piece of art that expresses the signif- Historical Thinking • Cause and Consequence icance of Indigenous art in resisting assimilation. Students Concepts and Inquiry • Communicate could write a poem or song lyrics; create a digital or handmade Skills Focus painting, drawing, or photo collage; or choose another art form. Suggested • Think-Pair-Share ASSESSMENT: Assure students that their artwork will not be Assessment • Numbered Tables assessed. The ideas they express are much more important than Strategies • $1 Summary their artistic ability. Invite students to share their artwork in a Gallery Walk. TEACHING NOTES Check In MINDS ON 1. Students could use a graphic organizer, such as BLM 21: Think about your name. What is its connection to you and Historical Significance Criteria, to assess the significance of your identity? To your family and your history? the arts in Indigenous resistance to assimilation. Answers will vary, but students should recognize that the arts played • These questions can apply to first names, surnames, or both. a role in helping individual artists heal, connect with their Give students a few minutes to write down what their name traditions and cultures, and express pride in their Indigenous means to them, why their name was chosen for them and by identities. The arts also helped Indigenous communities whom, what their name means, and any connections their name achieve these outcomes by giving them a voice. Together, has to their family, their heritage, and so on. Invite students these outcomes helped individual people and communities to share what they wrote about their name with the class. Ask: resist assimilation. How would you feel if your name was replaced with a number? What impact do you think this would have on you? 2. Responses will vary depending on the artists that students choose to research, but students should address some or all of ACTION these categories: nation and culture,DRAFT personal story, key art- SAMPLE works, major achievements, and impact. • Explain that students will be exploring the impacts of social, DI TO SUPPORT/LEARNING STYLES: Consider giving stu- economic, and other changes imposed on Inuit in the post-war dents a list of artists to choose from to help them get started. period. They will also be considering the long-term and unin- Students could also be given a choice of format for their final tended consequences for Inuit. product to present their findings, such as a digital slide show, a • By the 1960s, Inuit populations were experiencing video, or a gallery brochure. - a massive influx of governmental services and the creation of THE BIG SIX LINKS jobs for the Qallunaat (white people coming from the south) • Chapter 1: Historical Significance, pp. 12–39 and for a certain number of Inuit - the end of a lifestyle that was mostly associated with tradi- tional activities, such as fishing, hunting, and trapping - the end of semi-permanent shelters built with snow (snow house) or furs (tent) - the transfer of health services and education services from missionaries to specialized health professionals and educators - forced relocation to new communities - the creation of community councils

18 Canadian History Since World War I NEL

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• Have students read through Student Resource page 54 in small Extension/Alternatives groups. Ask: What were the causes of Inuit’s food insecurity and changing community structures and relationships? What do • The RCMP Report into the sled-dog slaughter has been met with you predict might be some long-term consequences? Share with conflicting views, including those expressed in the Qikiqtani students information about the ongoing food insecurity issues Truth Commission: Thematic Reports and Special Studies, Analysis of in the Arctic. Ask: How do the post-war issues described in the the RCMP Report (2006). This report suggests that the slaughter Student Resource connect with today’s issue of food insecurity? was part of a broader pattern of government policies and In your opinion, what is the government’s responsibility to this actions, enforced by the RCMP, that “undermined the traditional issue? Inuit way of living” and is a stark illustration of the differences in perspective on the issue. Students who are interested could ASSESSMENT: Students could use a Think-Pair-Share activity research the perspectives on the sled-dog slaughter. Ask: Which to share their responses and develop their opinions on the issue of report do you find more credible? Why? food insecurity in the Arctic. • Have students read Student Resource page 57. Encourage stu- • Have students read through Student Resource page 55 in the dents to discuss the questions found in the map’s caption. same small groups. Share with them background information • If time is available, consider sharing the NFB documentary about Inuit naming practices and Project Surname. Ask: What Broken Promises: The High Arctic Relocation with students. It are the implications of the government replacing Inuit names provides first-hand accounts and insights about life in the High with identification numbers and, later, surnames? What are the Arctic during this time and the changes that occurred and were intended and unintended consequences of the government’s imposed. The running time for the video is 52:34. decision to impose the identification tag system on Inuit. Which of these consequences are still seen or felt today? CONSOLIDATION • The Qikiqtani Truth Commission report, written by and for Inuit of the Qikiqtani region of Baffin Island, contains descrip- • As a class, create a list of the changes that Inuit faced during tions and first-person accounts of the changes between 1950 this time. Look for links between these changes. Ask: Did some and 1975, including the sled-dog killings. It would be a valu- of these changes cause others on the list? As students point out able source for students to explore in pairs or groups, to gain the connections, draw the links on the list. For instance, the col- deeper insight into the causes and consequences of the changes. lapse of the fur trade and government-created settlements were Provide student groups with one or two selections from the changes that led to food insecurity, which was another change. report to analyze, and ask: What does this report reveal about Next, ask students to identify the changes that the government conditions for Inuit in the area at the time? What caused these imposed on Inuit. conditions? What consequences of the government’s decisions ASSESSMENT: Have students create a $1 Summary or tweet and actions can you identify? (280 characters) that summarizes the consequences for Inuit as a ASSESSMENT: Students could use a Numbered Tables result of changes during this time period. approach to share their information and conclusions. When students are finished, hold a class discussion to consider broad Check In themes in the relationship between Inuit and the government at 1. Students could refer to the class-generated list as the basis the time. Ask: What differences betweenDRAFT the worldview of Inuit SAMPLEfor their response. Unintended consequences include the fol- and government officials is evident in this report? What does this lowing: upheaval or loss of the traditional, migrational way of report reveal about the government’s attitude toward Inuit? How life; loss of traditional community structures; food insecurity; did the government’s attitude influence decision making? damage to Inuit identity and self-sufficiency. • Before students read Student Resource page 56, share with them 2. Students’ presentations will vary depending on their research background information and sources that reveal the importance but should reflect a consideration of consequences for the of sled dogs in Inuit families, culture, and daily life. A brief video individual, family, and community. Encourage students to of historical footage, called “Inuit life in the 1950s,” and a col- consider, as well, the larger implications for Inuit society that lection of historical photographs from the period are available were triggered at the family level. online. DI LEARNING STYLES: Students could be given the option of • After students finish reading Student Resource page 56, researching and presenting their findings in pairs or small groups. share with them two short videos: The Dog Slaughter and They could be given a choice of presentation formats, including a Okpik’s Dream. Then ask: What do these videos reveal about digital slide show, a video, a web page, or a printed booklet. the short-term and long-term consequences of the sled-dog slaughter? THE BIG SIX LINKS • Chapter 4: Cause and Consequence, pp. 102–135

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