Teacher’s Guide
gatefold cover + pages + cover gatefold INUKTITUT... INUKTITUT...
Learning with INUIT T R Possible Object name Object name modern Object in English in Inuktitut Description or function Material(s) equivalent† Exercises
Harpoon shaft Used to hunt smaller sea mammals or at close range for hunting land animals. Ipu ammalu kapukkaut Wood, sinew, bone, leather 1, 2, 5 and point * Once the point stuck into the skin, it would detach from the shaft This EduKit focuses Snow knife Pana Used to cut blocks of snow to build an iglu Bone 1, 2, 3, 5 on exploring change Snow goggles Iggaak Worn to protect eyes from wind and snow and to reduce glare from the sun off the snow Wood, leather, sinew 1, 2, 3, 5
Walrus skin, sealskin, caribou fur, Slipper Kamik Waterproof and insulated footwear, often made by women 1, 2, 3, 5 cotton thread and continuity Mitt Pualu Worn to keep hands warm in winter and prevent wind and snow from getting into a parka Caribou skin, cotton thread 1, 2, 3, 5 of Inuit culture Spear * Sakku Used to catch fish, land animals, beluga, or large seals, with different points for the animal’s skin Wood, bone, cotton thread 1, 5 by encouraging students to better Sled* Qamutiik, Qamut Pulled by dogs to travel between camps and hunt on snow and ice Wood, leather, glue, steel pins 1, 2, 5 understand how geography, the Water carrier * Qattannguag Used to scoop or carry water Rawhide, sinew 1, 2, 3 environment, interactions, and Dipper* Ipuujalinnguaq Used to scoop water into water bag, carrier, or bucket Bone, rawhide, sinew 1, 3 events shape Inuit, their communi- Carving tool Sanannguaruti Tool for carving stone or bones from mammals (land and sea) into different objects Antler, steel 1, 2, 3 ties, and their environment.
Blubber pounder Kauktuutit Used to pound blubber until the fat became oil, which could be used for fuel Caribou antler 1, 2, 3 Using the inquiry-based method of learning, students will examine objects,
Oil lamp* Qulliq A lamp that uses oil (from seal blubber) to provide light, heat inside an iglu, or cook food Soapstone 1, 2, 3, 5 and are encouraged to further research additional sources, maps, photo-
Cooking pot * Ukkusik, Ukkuhik Used to steam or heat meat or fish over a fire, or as a travel stove on short trips or while hunting Soapstone 1, 2 graphs, and videos as an introduction to the traditional and contemporary
Crescent-shaped culture, lifestyle, and heritage of Inuit communities. Ulu Tool for cutting and scraping, made for women and in different shapes and sizes for different needs Steel, antler 1, 2, 5 knife Students will develop an understanding of the importance and signi- Ring and pin Ajagaq Used in games where the ball is tossed to each other or hit with sticks Caribou leather, sand 1, 4 ficance that various tools and technologies play for Inuit in building useful Caribou or seal leather, waxed cotton, Bag of bones Inugannguat Game played using bones to tell stories 1, 4 cotton thread, caribou foot bones skills for adapting, living, and surviving in harsh environments, while also String Ajaraaq Wrapped around players’ hands and fingers to play cat’s cradle games Nylon (but traditionally sinew) 1, 4 practising their own skills of scientific and historical investigation.
Flat ball Aattaujaq Used in games where the ball is tossed to each other or hit with sticks Caribou leather, sand 1, 4 In this EduKit, students are also made aware that there are four Inuit
Buzzer Imigluktaq Game where kids pull the strings back and forth to make the disc spin and create a sound Caribou leather, rawhide, sinew 1, 4 land claim regions (or modern treaties).
* Miniature model † The objects provided in this column are examples of what the students might have found during their inquiry. Based on their research sources and their own life experiences, they might come up with other items. There are many Inuit communities across Canada that use a variety of objects today. 1 ADDITIONAL GOALS Students will: develop an increased awareness and understanding of contempo- rary Inuit culture, their resilience, strength, and ingenuity. use observation and inquiry skills to examine objects to better understand how Inuit tools, tech- Overarching goals nologies, and clothing express both utility, cultural significance, Through object-based learning and artistic beauty. and inquiry, students will: use research, observation, and learn about Inuit from sources communication skills to further that reflect Inuit perspectives and develop analytical and critical- experiences. thinking skills. come to understand that Inuit examine primary and secondary histories are living histories. sources to learn and develop a better understanding of Inuit and Inuit culture (both contemporary and historical).
2 3 Speak about Inuit in the present tense, not the past.
Inuit have lived across the Northern and Arctic parts of this country since time immemorial. They are living peoples with living histories that contribute to and make up the fabric of Canada.
Remember that Inuit are a unique and distinct group from First Nations and Métis.
There are three Indigenous groups in Canada—Inuit, First Nations (which has further sub-cultures), and Métis. Inuit are a unique and distinct group of Indige- nous people with their own languages, customs, traditions, forms of governance, Key understandings and belief systems. Although there are similarities in symbols and values in Inuit culture to various First Nations cultures, Inuit are not First Nations people. The seven sacred teachings, medicine wheel, and reference to North America as Turtle Island are part of some First Nations peoples’ worldviews, not Inuit. for teaching content in the EduKit Situate Inuit as an always- evolving, intelligent, resilient, Speak about Inuit as living peoples and resourceful people. who thrive and are contributing Inuit histories are living histories, meaning Inuit and their lifestyles are not frozen in time. Inuit are resilient, strong people whose ingenuity, innovation, members to the modern economy and knowledge of the Arctic landscape have given them the skills to adapt and society. to changes, and thrive in a harsh climate and contemporary society.
4 5 Recognize that Inuit culture is parallel to others, with similarities that help us learn and respect the differences between cultures.
Contemporary life in Inuit communities is similar to contem- porary life in communities in southern Canada. Inuit live in Get to know and build partner- houses and use digital technologies (like smart phones and computers). Inuit youth play video games like youth across ships with Inuit community the world. members in your area.
To avoid tokenism and cultural appropriation, it is imperative that educators and Remember that changes schools learn with and from Inuit. Consider inviting Inuit community members into the classroom and school to lead any activities that share Inuit knowledge. in Inuit communities Non-Indigenous peoples and institutions have a responsibility to learn alongside and with Indigenous peoples, from Indigenous peoples’ perspectives, and their and lifestyles have been own understanding of their cultures, histories, and interactions. This is set out in the Truth and Reconciliation Commission Calls to Action 62 and 63. influenced and impacted by the history of Understand that the material in colonization, residential this EduKit represents only schools, and federal a portion of the vast diversity governments. of Inuit culture. Many of the objects in this EduKit are models of objects that were historically used by Inuit. Contact with whalers, RCMP, There are three language groups among Inuit, each with various dialects. missionaries, and explorers led to exchange or trade of While there was a desire to include all of the language groups in this resource, materials and goods. This exchange can be seen in the use the decision was made to use the South Baffin dialect of Inuktitut. of metal, wood, and other materials/resources in objects, At the time of the creation of this guide, many publications and resources tools, and technologies. Over time, Inuit have adapted and used by Inuit Tapiriit Kanatami (national Inuit organization) used Inuktitut and adopted other tools and technologies into their daily lives the South Baffin dialect language group. There are talks and efforts underway and lifestyle (e.g., rifles, skidoos, sunglasses, etc.). to unify the Inuit language across the four regions.
6 7
Themes explored in the EduKit This EduKit uses objects to increase awareness and develop an understanding of contemporary and traditional Inuit culture and heritage.
99 The themed exercises focus on Exercise 3_Living in harmony how tools, technologies, and with the environment
clothing express aspects of Inuit Students will develop an understanding of the respectful and reciprocal relationship Inuit have with the environment (land, sky, water, ice, culture, and how these items wildlife). Students will learn:
are objects of utility, and artistic how the Inuit show respect and care for the land, animals, and environment through centuries-old practices of sustainable use of wildlife beauty and expression. and natural resources. that sustainable use and environmental stewardship are reflections of Inuit’s respect and appreciation for life and nature, and their interest in protecting and conserving Inuit heritage.
Exercise 1_Reading objects Exercise 4_Living well
Students will develop historical thinking and scientific inquiry skills by playing games to examine objects. As students read objects, they will: Through learning about traditional and contemporary games (e.g., string, continue to develop their skills of observation and making inferences. bones, and some Arctic winter games), students will learn the important use their observations and inferences to guide their inquiry of role games play in: exploring change and continuity of Inuit people and culture. developing skills and strength for adapting to life in harsh climates and environments. Exercise 2_Innovating and developing creativity, and observational and critical thinking skills. adapting Exercise 5_Being resilient Through examining objects in the EduKit, students will begin to understand the evolution of Inuit culture. They will: Through an exploration of historical events and developments, students will learn: discover how objects provide evidence about the past and present, and the evolution of culture and technologies. how these significant events have affected Inuit communities. develop an understanding that these Inuit tools, technologies, and how Inuit have adapted, and continue to adapt, to encounters with clothing are objects of utility, and artistic beauty and expression. non-Inuit, and political and socio-economic decisions. how Inuit have worked, and continue to work together, to regain and maintain political control, self-governance, and self-determination in the hands of Inuit and non-Inuit communities.
10 11 Curriculum relevence
The EduKit’s themes address several goals, concepts, and expectations that complement the Social Studies, History, and Geography curricula, focusing on Significance, Cause and Consequence, Continuity and Change, Patterns and Trends, Interrelationships, and Perspective.
The EduKit also connects to Science and Technology, Language Arts, and Visual Arts curricula.
For a full list of curriculum connections, see Appendix N.
Guiding the experience This object-based and inquiry- based learning approach helps students develop skills to examine objects and generate questions as part of historical thinking and The Learning with Inuit EduKit scientific inquiry. complements the Grade 6 Social Studies curriculum and can be used from Grades 3 to 8.
12 Possible approaches Possible approaches for Supplementary for organizing students guiding the experience materials (charts and information) Teachers may choose to set up each exercise one at a time, There are multiple approaches that can be taken to or set up all exercises together in different centres around organize and set up the learning experience for students The appendices at the end of this the room. Most objects are used for more than one using the exercises and objects in the EduKit. teacher’s guide exercise, so it would help for those centres to be set up contain charts for you to photo- near each other. copy and provide To encourage conversation among students, the exer- For those educators who are: to each student cises are best performed in smaller groups (we suggest to maintain as a learning log for approximately four students per group). Divide students a) beginning to explore the process of student their inquiry. into groups and follow one of the following options: inquiry-based learning A full list of objects in the EduKit and Each group of students participates in all five exercises, use Teaching and Learning Approach 1— all information relating to them is cycling through one exercise at a time whole class guided inquiry provided at the beginning of this Each group of students completes the first exercise, plus teacher’s guide. This list can be any two of the four remaining exercises (each group will teacher teacher used to provide have completed three of the five exercises in total) assistance assistance answers to various high low activities through- out the student Each group of students participates in the first exercise exercises. and any one of the four remaining exercises, and shares their findings and learnings with the class (each group b) familiar with guided student inquiry-based learning will have participated in two of the five exercises, and will learn about the other three from their classmates) use Teaching and Learning Approach 2— guided inquiry in smaller groups
teacher teacher assistance assistance Although there is no set order for high low the themed exercises, Reading c) familiar and comfortable with independent student Objects provides a common entry inquiry-based learning
point for all teaching approaches. use Teaching and Learning Approach 3— self-directed, independent inquiry
teacher teacher assistance assistance high low
14 15 to move from concrete to abstract understanding of historical, geographical, and scientific concepts. to examine and inquire about the objects in ways that provide evidence about the past, present, continuity, and change A hands-on, tactile, and in Inuit culture multi-sensory examination of and communities. objects provides all students with an opportunity: that invites the holistic integration of their physical, emotional, sensory, and cognitive abilities.
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Ilisaijiup Atuagangit
gatefold cover + pages + cover gatefold ENGLISH... ENGLISH...
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Mikijuq ajjinnguaq † =RFB00;,[Y.cR?99!cR?0;0KU? .FD,Y0!4?@N?,\[U0!:?YUcUR(=02!!9b^G?S=RFB02\ ?=!=NU#[U 0TR^,Xc#[U?R0c#[U?YUccRHK !;?.?2 9U?S0N?,W,?WY\#?DY=N0; ?=!4?0 H#?;U?Y9U?.b^NS ilinniaqtiit qaujimaqujauvut uuminga tisamanik inuit nunangitavittuq simammata. † Tamakkua atuinnausimajut titiqsimajut atuagarnit kaujikkainasuaqput kisumit ilinniaqtiit nanisinirmangaata apiqsuqtillugit. Tamakkua piliriqattaqtamininginni ammalu inuusinginnit, asinginnit nanisisimagiigajaqtutsauvut piqutinit. Amisuuvut inuit nunalingit kanatami atuqattaqput ajjigiingittunit sanarrutinit ullumi. 1 /Y <CAXS< )YXR-7<,K#/Y R-8 - XS[6-<8:+`OR XR-QO[8=`[6)T)<)Y?` XRK - -8[6C+ b_[6-QO[- RKR +[6C- XS_Y[6C 8=`[6C T)T)</6 XRK +Y RK-QO[-XT XR 8H RC+#:+ R :OKC-8:+c</QO +R XRK-QO[/+` XRL -8[6R <:RK+ bRK-QO[+ YO 6ER +_Y[R :OXV)YXR-ROY_[F-QO[OYH<, 66 RC-QO[)bOC`+XR6FK-[RL )YXR-7<)O)Y+R-8 O?-)U` <+ b6_[D Aturlutik ujjirusulluti ammalu ajunginirmini qaujisarlutik ajurunniipallirlutik tukisilutik qanuq inuit piqutinginni, qarisaujaliriniq, ammalu annuraanginni Turaagarijarnik ungataujjiniq tamarmik atuqtausuut pimmariuninginni, ammalu piusinginni. Aturluti qiniqattarniq, ujjirusunniq, ammalu uqalimaqatigiinniq qaujivaallirluni titiqanik ammalu isu-maksaqsiurniq tigumiarluni. Tamanna ilinniarniq malillugu ammalu maligat, Qaujisarluni ilinniarutiksani nukattinu ammalu angijuttinut tukisivallirluni ilinniaqtiit imailiurniaqtut: inunni ammalu inuit iliqqusinginni (tamakkiit ulluminisat ammalu uvatsiarunisarni). ilinniarniaqtut inuit iliqqusinginni makuninga inuit piqqusinginni ammalu atuqpattanginni. Tukisitillugit inuit qaujimajatuqanginni makua inuusingit ujjirusutillugit. 2 3 + YP[6<)T)<K<T< +_[KY8<, )<:R9 <8L ,W,?,XcR?WYN0TR^.@.!=!;N=,?RU2G0!9b^IS.b^N ,X?.?c0UU9IN0!;9F0<9 !;9F0TR^0;!=.b^9F /?<9G .b^9FS 8=`<6-R)Y)R )A+OD<`)T)<- .QO: 66A<)[-S8< -QO[)]D+ `+6`O_[6C )YXR- 6<< -_]T<-QO[-_]#XT Tukisittiarniq ilisainiq titiqqat :OXV)T)<-8)XV+1 4 5 + [F)T)<)Y?`# R<1 0;!=. #?;I0@!;U!0TR^2.?#[U!,\!Bc#[UR2TR .! ,\,?0TR^,\[U0!:?,\b^9F,W[U2 c.9^9?,`G . c.9^9?S -` XT< b[- 51<+<6XT< ,TR!E , ^c,W[U,\[U0TP?0TR^,\,U0R= W;,[Y! , ,W,?2!Bc#[UFS b^Z?0c#b^0TR^,!DY, !:?DR 0 !4? )A6 bR)Y53_Y-_[: ,\?9^9?WY !E!cRU?RWY !E!cRU?,\!Bc#[UR 0TR^YTNU!;@cb\^92!Bc#[UR0; ?=!=NU#[U,XcFB?0TR^ -QO[+ bXR+Y8: W,\. ?=!=NU#[US=R[Y. \SKO84!Truth and Reconciliation Commission Calls to Action 62 and 63. - E XR)Y?a .b^N.!,Xc!,W,?WY\#[U0 84!RBW',Xc#[U 8=`D- :)<:OXV666`< WY\6. U b^ZUDY=NS,W,?,b^ !4?,b^U0TR^ .0 Q!;U0; ?=!UG?/^. `.:?0TR^ =. ?0S,W,?RFB?;? )YXR- 6R)[-S<8<=6`O< :P?2409#U0;!684?^RFB?;?WY0\SNS +?T#8-8#_[-8<)T)< )A+OD<-` `OQO:)T)< )Y?` XR TVY XR-QO[ 2'\'?. .Q?,W,?WY'UR. .c#?0 H^0#?;?S=R;RU =RNF. .Q?,`\.9 .`.!4?,^[Y9F. .c !;\S?,^0UR )U` <-<8:+`O<-QO[ @c0U\1 9 `.!4?0; .b^U@!>^8=c. 0'U. .c0UFS =R;RU!A86b\09b^I=R[Y99!D?Y\!D#?R0N?99!cR? -A+ Y+ 6 86< 0TR^0b`cR?0;!=.UB?,W,?=2?DY=N0;!cR`.!4? ,W?9;?0TR^0;!9@!>^8=c. 0'=. .c0UFS. .c.? 6=:+R? XT< _[WT<, 0TR^2b\!cR?1!@?,b^9?DccR?,W,?. .c'U=R;RU 9R.\'UWY\6. #[US -+_]6:+_[6C)YXR-RC?<, -QO[HO8 C?<6=86 6 7 ajjiqarujupput atuagarnik ammalu pimmariujunik inuit iliqqusingani aullaqtitaulluti ilinniarnikkut, ammalu tamakkununga allaup iliqqusinginnut, inuit allaungilat. Tisamaunngigaaqtut unikkaaqtuat, ammalukitaaq atuagaq iliqqusinginni, ammalu uqausiulluni gavamatuqqakkut tikiraqtutit. nunaliit kanata ammalu mialigat uutuutigijauvuq nirjutimi tutuuniraqtaujumik Amisuit piqutiit uuma ilinniarutitsani iluaniipput atugait piqutini uvatsiarunisat piqasiutigijauvuq allanut nunarjualimaamut, inunnut atuqtaungittuq. atuqtauvalauqput inunnut. Tikitauniq arvagasuttini, paliisiit, ajuritsuijiit, ammalu qallunaat umiarjuarminngaaqtut qaujititsilauqput tauqsiiniq ugvaluunniit tauqsiilutit qallunaaqtani ammalu asinginni. Tamanna tauqsiiniq takutsauvuq makuninga Tamanna inuit atuinnaujaqput- savirajarni, qijuni, ammalu asinginni qallunaaqtani/piqutiit, sanarrutiit, ammalu uajamuuqtut. Tamatumani, inuit atuqattasivut ammalu piqaliqtutit sanarrutinik pivallialluti, inuttiavat, atsuruqtut ammalu uajamuuqtuni atuliqtuti qautamaat ammalu inuusinginni (uuttuutigilugu, pijunniisaraitut ammalu qukiutiit, qamutaujat, iggaak). qaujimajatuqanganit pisimallutik. Qaujigiarniq ammalu pirugiarniq Inuit atuqattaqsimajangit uumavut ataqattaqsunigit, uuttuutigilugu inuit ammalu inuusingit quaqsimangilat. Inuit atsuruqtut pijunniisaraitut, sanngijuuvut silatullutik, ilaliutiniq inuit nunalinginni inunnut. pilirivut, qaujimattiaqtutillu ukiuqtaqtuup nunangani ajurunniiqtutit asijjiq- pallianinganut, inuujunnaqtutik nillasuttumi ammalu ullumiujumut nunalinginni. Atuqtauqungittugu akiraqturniq ammalu piutsanginniq iliqqusinginni, pimmariu- vuq ilisaijiit ammalu ilinniaqtiit ilillutik inunni piqasiutilutit ilagijauqasiutilutit. Immaqqaa qaiqujilusi inunni ilinniarvimmut ammalu ilisainiarmata qanutuinnaq Ujjirilugu inuit iliqqusinga qanitsaqpuq inuit piqqusinginnik. Qallunaat asingillu ammalu iqqanaijaqtiit kamajariaqaqput ilittilutit nunaqaqqaaqsimajunit, nunaqaqqaaqsimajunit iliqqusinginni, ammalu asinginnut, surlu ajjiqarujupput namminiq tukisivallirluti piqqusinginni, atuqattaqtamininginni inuusikkut ammalu qanuiliuqattaqtamininginni. Tamanna uqalimaagarmiippuq Truth and Reconcil- uvattinnut ikajuutiqaqsuni ilippallialluta iation Commission Calls to Action 62 and 63. ammalu ujjirusunniqsauliqtuta Tukisigiaqaqtait tamanna titiqtisijut ajjigiinginniq iliqqusiit. ilinniarutini iluaniittut saqqitisimajut Ullumiujuq inuusiq inuit nunalinginni ajjiqarujuppuq makununga inuusinginni nun- alipaujani qallunaani kanatami. Inuit illuqaqput illuni ammalu uajamuuqtuni atuqtuti ukunungatuaq turaangalluaqtut (suurlu uqaalautiit ammalu qaritaujat). Inuit mak-kuttut tiiviimut pinnguarutingini atuqpapput suurlu makkuttut nunarjualimaarmi. inuit iliqqusinginnit. Pingasuulingavut uqausiit inuit nunangani, uqausingit ajjigiiluangittut. Tamatumani Iqqaumagit asijjiqsimammata inuit tamarmik uqausiit ilaliutiqujaulauqput ilunnatik uqausiqaqtulimaat iluani, kisianili aajiqatiqalauqput atuqujaulluni qikiqtaalup tasiujarjuangani uqausianik. nunalinginni ammalu inuusingit attuqtau- Tamatumani saqqiippalliatillugu tamanna titiqqat naliqqangit, amisut titiraqsimajut ammalu allasimajut atuqtaunikut inuit tapiriit kanatami atuqsimalauqput inuttitut simajut ammalu akaungiliurutiqaqtutit ammalu atuqsuti qikiqtaaluup tasiujarjuangata uqausianik. Uqausimavut ammalu pivalliqsimavut aaqqitsuillutit kajusisimajut inuit uqausingani tamatumani tisamau- tikiraqtaunikunginnut qallunaanut, lingajurni nunalipaujanginni. 8 9 )YXR- 6<<-8:+< )[-R)YXR- 6<R :OXV)YXR- 6<<-8`O< +_Y_[F+ +_[F-QO[ - XS_[F8=`[R:O8OR )U` +K-QO[)T)</?`#R -QO[ +O8 XRL Ilinniarutitsat atuqtaujut iluani ilinniarutitsani Tamanna ilinniarutitsat atuqsimavut qaujuvaalliqullugu ujjirijauqullugu ammalu ajurunniiqullugu tukisiluni tamatumani inuusirijaujumi ammalu inuit piqqusingani ammalu qaujimajatuqanginni. 11 )YXR- 6<<VYA <8#< -8-H2_=<6_[6< T/7<, V 7 )5/D+_[D<bV8)XV<)T)< =R;RU .!9b^G?2 9U,\[U09UR,\[U0!:?;@cb\0U0!;? !@86b\0U',W,?2!BQ#[US,R,\.U0!;?: /?` XR, -QO[ T:OC?- .b\U0!;? W!2 :?,\[U09.8,^0U!@9?9^9? .?c0UU?.b^N.Pb^0TR^!@86b\0U'2!BQ?0TR^ bVC?;</6+QO:-8:+_[6< .R ; #[US ;@cb\U0!;? .b\^U^,W,?Y92[UFR .R ; #[Ub^R -QO[)bO8R XR/+R XR_[ 0TR^0[W?0;!=.?0;U R=0TR^2.TR .b^9?!@ !9?9b^9FS )5/XVR _[:OC?R#L Ilinniarutitsat naliqqangit turaangavut -8-H3_)U` R)YK< qanuq piqutiit, ammalu annuraat -6<6XR ippigijauqullugit sunatuinnat inuit ,\[U0!:?2[Y!cb\U0!;?;@c^9?,82Ib^9?;6YU#? 0TR^0?=?;9?,W,?09TNU?/WYR`R,R!RcBRU:?0S,\[U0!:? piqqusinginni, ammalu qanuq ,\[U0U0!;?: W!,W,?2\ %G0#?;6YU#?0TR^DR?c0U#?WY'W?R tamakkua sunakkutaat piqutiummata U9W?R0TR^092[W?=,R6?[email protected]U?0;!9?DR?c0U#? U9U?0TR^YFB>#[U?S atuqtaullutit ammalu isumatuninginni =R;RUDR?c0U!0;^I0TR^09NUN0U ?c0^U.F=RFB0 0;!=.?,W[W?,82G .?90!;?0TR^.2G .?90!;?,XcP?0TR^ piuninginnillu ippinnarningillu WYP?R0TR^=RFB02\ R?90!;?4 ^9?2.!0^9b^,W,? .R ; NUS tamakkuninga. -8-H4_)U<6-R/0-RC?< -8-H1_+ bR/6R< ,\[U0!UFB?2!BcFB?0TR^.b^N240!=.?//;9G^I0 L!R.V?R + YPRC?< 0TR^.@.!=!;N[email protected]?240!=.?;?0R,\[U0!:?,\[U0U0!;? 2TR .U'W?240U!240!=.?;?,^0U: ,\[U0!:?2[Y!cb\U0!;?,TR86b\^9?,?=U[U0TR^ 0[V7b\^9?0TR^2U ^9?2\TR!^9?,XcP?Ub`?;N? ,\[U0^9?02![Y ?= b^G,\86b\0 #[U? .9b^G?2 9U?S 0TR^09N?S ,\[U0!:?. 86b\09^G?. \SUFB?R,R,\.U0!;?: 0[V!6b\^9?2\ UFB? .UFBb^0TR^,R?!c.UFB?S Dc^9?2[Y!cb\ b^G?02[U#? .^9?0TR^2 !6b^9? 2\ NU?S 0;!6b^9? .!D. NU0TR^2 cR #[W?0;^UG?02! ?=^U 2\ b\0 #?0c !6b\09b^G?0TR^Dc?90^U,W[U?0TR^2!Bc#[US 12 13 Atuagaq 3_Inuusiqarniq sailijumit avatittinni linniaqtiit pijunnaqsivaallirniaqtut tukisilutit ippigusullutit tunnganarningit ammalu attarusuttutit inuit avatimminit (nuna, qila, imaq, siku, nirjutiit) -8-H5_/_Y RK<- Atuagaq 2_Saqqitivallutit pilirijaminit Qaujisarnikkut immakallanisarnit ammalu saqqititauvalliajunit, ilinniaqtiit ilinniaqtut ukuninga: ammalu ajurunniiqpallialutit Qanuq tamakkua pilirirluqattaqtuminiit attuqtauniqanirpat inuit nunalinginnut. Qanuq inuit kajusinnirmanngaata inuusikkut, ammalu kajusiluti inuusinganit, Tamatumani qaujisaqtillugit piqutini ilinniarutini, ilinniaqtiit tukisivallianiaqtut tamakkuninga tikiraqtautillugit qallunaanut ammalu gavamakkunnut saqqippallianinga inuit piqqusiinginni. Imailiurniaqtut: asinginnullu iqqanaijariaqtunut isumaqsuqsutit. Qaujivallirniaqtut qanuq piqutiit ilinniarutiup iluani saqqitittilutit uvatsiarunisarnit Qanuq inuit isumaqsaqsiurnirmanngata pilirillutit, ammalu aajiqatigiittutit ullumiujumullu ammalu saqqippallianinga piqqusiit ammalu qaujimajatuqanginni. pilirillutit atautsikkut pikkannirasuaqtutit ammalu gavamakkunnut ajauqtuqtau- Tukisivallinniaqtut qaujivallirlunilu inuit sanarrutinginnik, qaujimajatuqanginnillu, guniirlutit, namminiq kamalutit, ammalu namminiq inuusiqarlutit inunnut ammal annuraat atuqtaujut aturniqarmata ammalu pimmariullutik saqqijaaqtittillutik. kamagijaulutit ammalu qallunaap nunanginni. 14 15 )YXR- 6<< R -:+`O<)[Y < =R[Y,\[U0U!,W,?,\!Bc#[U?;'?02\[U? 6-W?,\!Bc\ UP?,\[U09U0TR^0;!=.[YN? 02\[W?3-8-W?S =RFB0;'U !;?0NU?2[YU !;?R,R?!c.U!R OYH<< +ORC?< 0TR^cU0I?2\ ?#?,R[Y2[Y!c^U,\!Bc\ U?NR ,TRDb`UU?R0TR^;'W?WY.8N?W?N .RG0^U 2TR .U?R W!<U!0TR^2 !cU!RDcU!0TR^0c U!R :OXV-8-H)YXR- 6<< /?;,U!0TR^0[V!U!R,`G . ?=U!R0TR^N0U!S >[Y,\[U09?!;'TN! .U! =. FB?U /Y RC?<)bO<`+RC?_[, . .c\ U!R0TR^Y40D=_ U!,\[U09U?S )A6 1<)YXR-6R =RN?Yb\!D#?0;0K?=B?.?R=BG0^IAppendix N—N?S /XVR R-O: +[6C bVC?;RC=<6[6C-/?6CRC, Ilinniartutitsat )]D `+6[D<)QOA_]RRC niruaqtausimajut ilulingit )bOC`+4_YRL Tamanna ilinniarniq inuit iliqqusinginnit turaangajut ajunngilinnit /Y `OKRJ[=<6[6CL 6-nut iliqqusilirinirmut ilinnirutitsani ammalu atuqtaujunnarmijut ajunngilinnut 3-8-nut. Tamakkua turaanganiqaqtut amisunit pijunnarniqaqtut, Maligatsat qaujimanikkut isumatsaqsiurniq, ammalu sivuniagut pilirijatsangit imanna pijunnaqsiluni iliqqusilirinitmi, immakallanisarnit, ammalu turaangajunut nunaup mitsaanut—qaujimagiarluni pimmariujunit, Tamanna atuagaq ilinniarutitsaq pilirinikkut qanuqtuurniq ammalu pijariiqsiniq, kajusiniq ammalu asijjiiniq, uuttuiniq ammalu ajurunniiqsarniq, ilagijauqattarniq, ammalu isumatsaqsiunikkullu, ikajuutiqaqput qimirruaniq. Taanna ilinniarutitsaq turaangammijuq qaujisarniq qaritaujakkut; uqausiliriniq, ammalu sanannguakataruluujarniq ilinniaqtini pijunnaqattarniarmata ilinniarutinit. qaujisarlutik sunakkutaaniksaqqittilutik Tamarmit naliqqangit atuagat takutsauvut, takugiarlugu Appendix N-mit. apiqqutik sanik, ilagiqasiutilugit immakallanisarnik isumaksaqsiuqpaallirniq. Pilirisimajaminiglu saqqittilutit. 16 >FB0D96?0?;!cRb^9?,\[U0!:?2 U0!;!cb\!7! )O)Y#H[-6_[F)YXR- 6<< ,\[U09?!R,`\.9^IY\0[U;,[Y!RFU0^UG?9R.?\ ,\[U0:?R/0?;!cR?2 !cRU0!;?2'U?>B0=b\R.K^0!9b^G? T8)XV/Y +6_[D<, + YPY R =RN?D9?G?0S )YXR-R?</D- 6 1<:OK< >FB0D96?0?;!cRb^9?,\[U0!:?,`G .U0!;?cb\!7! ,\[U09?!0TR^Y\0[U;,[Y!9R?\.?,\[U09??R0TR^ )YXR- 6<R Ilisaijiit niruarunnaqput qanuq pilirigumammangaaq ilinniarutitsanit atausiu- )QO /Y -! `+6XV8< naaqtillugit, ugvaluunniit tamarmit saqqitigunnaqtangit atautsikkut namituinnaq avittuqsimalugit illurusiup iluani Ilangit ilinniarutitsat qanutuinnaq iligatsaumijut, A66_[D<)YXR-7< imannaimmat ikajuutiqarajaqpuq ilaakkuuliqtisimallugit qanigiittuutaunaarlugit. Ajurunniiqsaqullugit uqausikkut ilinniaqtiit, illinniarutitsat akauniqsauvuq ,\,?U0[Y!4? W!2\ IRTR(!,\[U09?U?0=.c.Z!9b^G?R ilisaqtugit amisuunaangillugit (immaqaa tisamaunaarlugit ilinniaqtiit katippata). .M_[V?=RN?!@9I[Y!=#?0=.?cFB?YN;,[Y!0?;!cR^G? Avittulugit ilinniaqtiit amisuunaangillugit ammalu malillutit maligatsamit ,b^c.8,^0US,`#?,\[U09?? W;,[Y!,\K?.TN?R,R[Y,TR? atausirmik: ,D 9 !4!,aFC\!9cRb^G? UH?<=.Z^G?S 0[V! b^G?. .cFB?,\[U0!:?R,b\[U09??0D.U!.! Taakkua katinngajut avittuqsimallutit ilinniaqtiit piliriniaqtut tamakkirlunigit ,\!;G?0NZ#b^G?/,TR 9R.Z^G?,\[U0!:?D986=0S0?;^G? tallimat ilinniarutitsat, suurlu uijaalangajangit atausiunaaqtillunigit ilinniarutiit. ,\[U0!:?0NZ#b^G?0TR^R\b^9?R\K?N0=.cNFT Taakkua katinngajut avittuqsimallutit ilinniaqtiit pijariirniaqtuq sivulliqpaaq >FB0D96?0?;!cRb^9?,\[U0!:?2\ U0!;?=RF@^UG?=b\R? ilinniarutitsaq, ilaliutilugu naliannituinnaq marruuk niruarlunigit tisamaujut suli ,\[U09??R^., `' #?0=.c.Z!9b^UG?,\[U0:? ilinniarutiit, (avittuqsimajut pijariiqsimaniaqtut pingasunit taakua tallimaugaluaqtil- lugit tamarmit katitsugit). Taakkua katinngajut avittuqsimallutit ilinniaqtiit ilagijauniaqtut sivulliqpaaq ilinniarutitsaq ammalu naliannituinnaq tisamat suliuvut ilinniarutitsat, ammalu unikaaqattarlutit qaujijamininganit ammalu ilippallutit ilinniaqatiminit (taakkua katinngajut avittuqsimallutit ilinniaqtiit ilagijaukannirialik maruunnit ilinniarutitsani tallimautillugit ilinniarutitsat, ammalu ilinnialuni asinginni pingasunit ilinniaqatiminit). 18 19 )QO /Y -! `+6XV8< Immaqaa pilirianguqasiutijun- OYH<< +ORC?< naqtut maligatsat qaujimanikkut 0N?2\ ??2\ 0%[YN?1?!=.^9?0TR^ Amisuuvut pilirijatsat piliriangujunnarmijut aaqitsuqtaulutit 0;,[Y, ^9?,\[U09U?,\[U0!9W?0;^9?=RFB0 ammalu atuinnairilutit ilinniarutinit ilinniaqtinut aturlutit ,\[U09??0TR^2 :?,\[U09?US tamakkua ilinniarutitsat ammalu piqutiit ilinniarutitsani. >FB0,\,.?,R,\'86=T Taakua ilisaijiujut imailingappata: •2G0\^9?N\=,[YU,\[U0!9.82\ NU#[U 2 !cR? • Pigialirlutit qimirulitainnaruni ilinniaqtiup pilirijamininginni Pijariiqsimajut ,\[U09??,RUFB? 0;0K? ilinniarutitsat isumanikkut atuagat paippat ammalu 6,86?0TR^ tukisivitsaq ;@c?! 0;^U,\,U!0TR^,\[U0U!Approach 1— Aturluni ilisainiq ammalu ilinniarniq Approach 1— Tamakkua naliqqat =RN?R\K??,\[U09?? =RFB0Y\!D? tamarmit maligatsat ilinniarutitsat qingullipaami %b\7N,\,.8 ilisaijiup atuagangani 0;0K'U,^\ !4! iluliqaqpuq paip- 6,87U,\[W? paani ilinnut amisuli- 0N\.[YU0? ,\,NF ,\,NF urunnaniaravit 0TR^0;,[Y. cR! Ilisajimik Ilisajimik ,D!=.U' ,D!=.U' ammalu atuinnaurisi- ,\[U0!9W? ikajuqtauninga ikajuqtauninga ?9F;! 0?9F;! mavuq ilinniaqtinut ,\[U09?#[W? quttiktuq attiktuq ilinniarutitsanginnut 2cRU0R= pisimaniarmata 2\ cR #[U?S • .RU ^U=R;N'R\K?U?,\[U0!9.8 • Qaujimaniqarluni tamatuminga maligatsanit ilinniaqtiup pilirisimajanginnit. =RF@!cR?99!cR? Tamakkiqsimavut ,\[U09?N0TR^ titiqsimajut ilinniaru- 0;^U,\,U!0TR^,\[U0U! Approach 2— =RN?;@c?! Aturluni ilisainiq ammalu ilinniarniq Approach 2— titsarmi ammalu R\K??,\[U09??0N#[U!.^9? ;'!>FBW' maligatsat ilinniarutitsat amisuunginniqsaulutit tamarmit tukisivitsaq ,\[U0!:? !@cR!2G0U'U ilinniaqtiit turaangajuq taak- >R,\,.8 kununga saqqisi- ,\[U09'US mavuq pigiarningani =R[Y99!cR? taasuma ilisaijiup 0;!=.[Y!4? ilinniarutingani. ,\,NF ,\,NF . !cRU[,^\#[U Ilisajimik Ilisajimik Tamanna titiraqsima- ,D!=.U' ,D!=.U' 0;,[Y, cR[Y!;U jut atuqtaujunnaqput ?9F;! 0?9F;! ikajuqtauninga ikajuqtauninga ,\[U09[U? quttiktuq attiktuq uqaqsimajunin ,`#[W? ilulinginni atuinnairi- ,\[U09#[U?S simajunnaqtuni • .RU ^U0TR^0D.G ^U,\[U0!9N? • Qaujimaniqaluni ammalu akaugijaqarluni ilinniaqtimit ilinniarutinnit 2\ NU#[U,\[U09??,RUFB? pilirijamininginni ilinniarutitsat isumanikkut ilanginnut ilinniarutinginnit. 0;^U,\,U!0TR^,\[U0U!Approach 3— Aturluni ilisainiq ammalu ilinniarniq Approach 3— ,TNUK2Y^UR,W<[Y^U immini-pijurnarluni, inutuujunnarluni ,\,NF ,\,NF Ilisajimik Ilisajimik ,D!=.U' ,D!=.U' ?9F;! 0?9F;! ikajuqtauninga ikajuqtauninga quttiktuq attiktuq 20 21 +?R#)5/Fb_[6<6K?<, )[C?<, +ORC?<, -QO[8=`-RC?< -.R [6 A`[Rc[/Y <)bO<`+Y[R 8=`R [R)QOA_]RR<, TVK+:Y R, -QO[-/b <:RL /Y [R-QO[-/b <:[R /Y <::KR<=6_[RD<+<`- R<, +_[K+R<, A`RC?<, -QO[-` R?<, )T)< /?` <-QO[TVY XR<K<T Ukuninga ippigusullutit timikut, ilukkut, qaujimanikkut, ammalu tukisianikkut :OXV)YXR-R ajunnginiqarlutit. -<8-R-JHC?< Kajusiluni suurlu pilirijangi isumatsaq- )5/FbXR Tamanna siulirluni tukisiniqarluni immakallanisarnit, +[6<bVC?;R< ilinniarniq attuaniq nunamiutaliriniq, ammalu apiqsuqattarniq. -.XR 1< aggakkut ippigu- Piliriluni ammalu apiqsuqattarluni :OK<)YXR-7< sunniq qaujisarlutit piliriqattaqtaminit saqqitillunigit uvatsiarunisat, ullumiujunit, kajusinikkut, /XVR R-1 22