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Water travel in the Arctic 33 Critical Challenge Critical Challenge Critical task/ A. Record effective notes about Inuit use of the kayak and umiak. question B. If you could own only one, which would be more useful in the Arctic, the kayak or the umiak? Overview This two-part challenge parallels the previous challenge. In this case, students learn about two traditional modes of water transportation used by the Inuit—the “qayaq” (kayak) and the “umiaq” (umiak). Students are introduced to the two modes and then take effective notes from information sheets on each form of water travel. Students organize their information around criteria for useful transportation. Finally, students decide whether the kayak or umiak would be the more useful mode of water transportation. Objectives Broad Inuit choices about modes of water travel required balancing various understanding needs and environmental factors. Requisite Background knowledge tools • knowledge of the kayak and umiak • knowledge of Arctic terrain and climate Criteria for judgment • criteria for effective notes (e.g., relevant, understandable, point form) • criteria for useful water transportation (e.g., efficient for hunt- ing, carrying goods and transporting people, as well as easy to construct and repair) Critical thinking vocabulary Thinking strategies • underline key words • restate in own words • data comparison chart Habits of mind • open-mindedness The Resourcefulness of the Inuit 25 The Critical Thinking Cooperative Blackline Masters #25-27 Session One aster #25 Coming ashore Suggested Activities INSERT PICTURE 98/99 Remind students that in the previ- Blackline M ® ous challenge they learned that Introduce the Inuit used seal skins and caribou hides to make boat critical question (Blackline covers. Distribute a copy of _ Coming ashore _ _ __ _ _ _ _ _ _ _ _ _ Master #25) and help stu- _ _ _ _ _ __ _ _ _ __ _ dents identify the two _ _ _ _ _ _ _ _ _ _ _ _ _ _ kinds of boats depicted _ _ _ __ _ _ _ __ _ _ in the drawing. Explain _ e: that the umiak and Nam kayak are two forms of water transporta- The Resourcefulness of the Inuit 119 The Critical Thinking Cooperative tion that have been used by the Inuit for a very long time. In- vite students to speculate on the uses and advantages of each type of boat and to offer a preliminary response to the critical question: knowledge of If you could own only one, which would be more useful in the Arctic Arctic, the kayak or the umiak? Name: ______________________________________________________ Blackline Master #26A After students have recorded their preliminary thoughts, invite stu- ® Kayaks dents to share these with the rest of the class. Encourage studentsResearch topic: Inuit to use of the kayak to travel and hunt think of how the climate, terrain and natural resources of the Arctic Share preliminary thoughts and the Inuit’s needs might influence their choice of water transportation (e.g., little Information from source Restated in own words Kayaks are designed to be quiet, fast and easy to steer, yet strong enough to withstand heavy waves. available wood, ice floes in water in Kayaks are low, thin tube-like boats between 3 metres and 9 metres long. They are narrow (38 spring, large bodies of water in summer, cm to 82 cm across) and low (17 cm to 39 cm). Kay- The speedy kayak is a sleek boat used mainly to hunt seals, walrus, narwhales, water birds, fish hunting of animals). and caribou. Because of their shape, kayaks are especially effective in moving through the narrow strips of water that open between the ice. Most kayaks are light enough that a single person can Distribute the two briefing sheets carry them across ice and land. ® There are many types of kayaks. Most are very (Blackline Master #26) and light in weight but differ from one another in a aks number of details. They are easy to steer and are (Blackline Master #27). In- fast because of their double-ended paddle. One of the hazards of using a kayak is that it rolls over Umiaks in the water very easily. The Inuit have to be Read about expert paddlers and know how to flip them back over when they go underwater. Because of the struct students to study the pictures rougher waves farther out to sea, kayaks are more kayaks and umiaks likely to tip over in the open sea than in water and read the information and to closer to shore. The men build the frame for a kayak from whale underline or highlight the ideas bone or, if available, from wood cut from timber near the tree line or found as driftwood. The frame is held together with wood or bone pegs (and features of the drawings) and leather lashings. The women cover the frame using seal or caribou that are relevant to the critical skins. They scrape the hair from the hides and sew them together using braided sinews to make question. You may choose to The Resourcefulness of the Inuit 120 The Critical Thinking Cooperative underline read the information sheet key words about kayaks aloud, collec- tively highlighting the ideas before students are directed to work individually on the second information sheet. Alterna- tively you may choose to complete both sheets as a class. The Resourcefulness of the Inuit 26 The Critical Thinking Cooperative Introduce the ® When students have identified the relevant information in each of the critical task briefing sheets, present the critical task: Record effective notes about Inuit use of the kayak and the restate in umiak. own words Before students begin to make notes in the right-hand columns of Blackline Masters #26 and 27, remind the class of the criteria for criteria for notes effective notes: • relevant to the research topic; • clear and understandable information; • written in point form; • expressed in student’s own words. Encourage students to make notes about the drawings as well as the textual information. Session Two Blackline Masters #22, 28 Compare notes ® When students have completed Blackline Masters #26 and 27, invite them to review the underlined ideas in the left-hand columns and their notes recorded in the right-hand columns. You might suggest that students informally compare their work with a partner, or peer- or self- assess their notes using the rubric found in Assessing notes (Blackline Master #22). If students are assessing their work, decide whether or not to count students’ assessments for marks. Based on the feedback received, encourage students to add relevant ideas and to enhance the clarity and brevity of their notes. Establish criteria ® After students have reviewed their notes on the two modes of water for comparison travel, brainstorm with the class what factors they should consider in deciding whether the kayak or umiak would be more useful in the criteria for water Arctic. Organize student-generated suggestions according to the main transportation uses and other considerations as suggested by the following list: • useful for hunting; • useful for carrying goods; • useful for transporting people; • easy to repair; • other factors. The Resourcefulness of the Inuit 27 The Critical Thinking Cooperative (Blackline Master # 28) to data chart comparison Comparing usefulness Name: ______________________________________________________ Blackline Master #28 Distribute a copy of Comparing usefulness ® each student. Explain that down the left-hand column of the chartKayak are Umiak four specified factors (or criteria) and room Organize notes for another factor that students might want to Hunting add. Working individually or with partners, ask students to transfer their notes from Blackline Masters #26 and 27 to the appro- priate boxes on Blackline Master #28. If Carrying goods you want students to paste their notes onto this chart, enlarge Blackline Mas- people ter #28 to ledger size (11 x 17). Transporting OPTIONAL. If desired, invite students ® & repair to conduct additional research into Construction Conduct the uses of these two traditional forms of water travel. Possible print additional research Other and internet sources of informa- tion are listed in the references at The Resourcefulness of the Inuit 123 The Critical Thinking Cooperative the end of this challenge and also in Blackline Master #1. Blackline Masters #6-7, 29 Name: ______________________________________________________ Blackline Master #29 Choosing water transportation ! kayaks were more effective and efficient for hunting because Session Three ! umiaks Hunting Before asking students to provide their final ® ! kayaks were more effective and efficient for transporting goods because answer to the critical question, discuss the ! umiaks goods Justify comparison chart (Blackline Master #28) Carrying with students. Ask several students to ! kayaks were more effective and efficient for transporting people because the decision ! share some of the information they have umiaks people entered on their sheets. Point out to Transporting ! kayaks were easier to construct and repair because students that they are now ready to re- ! umiaks consider the critical question: & repair Construction If you could own only one, which ! kayaks are more useful in other ways because ! would be more useful in the Arc- umiaks tic, the kayak or the umiak? Other Choosing wa- Overall, based on the evidence, if I could own only one I would choose a ! kayak (Blackline because ! umiak Distribute copies of Conclusion ter transportation Master #29). Inform students The Resourcefulness of the Inuit 124 The Critical Thinking Cooperative that they should refer to their completed comparison charts to complete the activity sheet. The Resourcefulness of the Inuit 28 The Critical Thinking Cooperative Discuss ® When students have reached their conclusions about the more useful conclusions mode of transportation, discuss their conclusions as a class. The point is not to reach consensus but to engage students in thoughtful and open-mindedness respectful debate.

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