Teacher’s Guide gatefold cover + pages + cover gatefold INUKTITUT... INUKTITUT... Learning with INUIT ,T)RF 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.