Iqaluit Unit Plan

Title of Unit Arctic Community – Iqaluit, NU Grade Level 2

Subject Social Studies Estimated Time November-December

Developed By Danielle Turko

In this unit, students will the opportunity to explore Iqaluit Nunavut in a variety of hands-on, practical activities. By the end students will be able
to demonstrate an understanding and appreciate the geography, culture, language, heritage, economics and resources that shape Iqaluit, and
make it one of many unique dynamic comminutes in Canada.

Learning General Outcome(s):

2.1 Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape
and change Canada's Inuit community

Enduring/Deep Understanding(s): Essential/Big Questions:

Students will understand that... Content specific….
-The community of Iqaluit, Nunavut is Unique to Canada Overarching:
How are Canadian communities alike? Different?
-Inuit artists often illustrate daily life: people hunting, children playing Why are Canadian communities alike in many ways?
games, families living in igloos, moving across the ice, and often animals Why are there some of the differences in the ways Canadian communities meet their
become much like humans in the art work needs?
-Inuit traditions and celebrations are based around Inuit pride, a child’s
first hunt and new-born Topical:
Who are the Inuit?
-Inuit way of life is based around shared storytelling, hunting, music, What does the Inuit language look like and sound like?
dance, art (i.e. soap stone carving) and games How do the Inuit celebrate?
-Their community consists of hunting for food, playing drums, and How do the Inuit perform traditions?
dancing What does the Inuit community look like? (e.g. homes, schools, monuments,
-The Inuit local language is Inuktitut landmarks, and churches)
How do the Inuit connect with each other? (e.g. music, art, food, dance, and games)
Why can’t the Inuit make their houses out of wood?
How do the Inuit obtain their food?
 Iqaluit Unit Plan

Knowledge/ Key Terms and Concepts: Skills:

Students will know...
-Traditions, special stories, monuments, languages spoken, and
landmarks
-Celebrations and festivals that connect community members to each
other and the past
- Individuals and groups who have contributed to the development of the
community
-How the cultural and linguist characteristic of the Inuit people contribute
to Canada’s identity
-The natural resources that exit in the community
-Occupations in the community as a result of the resources available in
the community
-Tourism in the community. Why would you want to visit?
-The goods and services available
-The impact industry has on the community
Students will be able to…
(Specific Outcomes)
-Locate Iqaluit community and home on a map of Canada
-Compare how needs are met in own and other communities
-Relate how the land and location of a community affects how people
fulfill their needs
-Identify and compare the geographic region of Iqaluit including
landforms and bodies of water in relation to Alberta community
-Identify the main differences in climate btw both communities
-Determine why the Inuit would settle in Iqaluit. What were the factors
involved? How does this shape the Inuit’s identity?
-Identify, and connect with what daily life would be like for Inuit
children
Iqaluit Unit Plan

Daily Lesson Plans

Day 1 Looking at Iqaluit on a Map

Watch Iqaluit drone videos.

-Where is Iqaluit?
-How can we get there?
-Which direction we would go if traveling there
-Where will we stay?

1. Discussion with Class

2. Jot down on SMARTboard
Day 2 Getting Ready to go to Iqaluit
2.1.2d
Weather Network:
Look at the weather in Iqaluit and compare it to the weather in Calgary

-What will the weather be like?

-What kind of clothes should we pack?
-What will we do when we get there?

1. Set up Travel Journal

2. Color stick person with clothes you would wear
Iqaluit Unit Plan
Day 3 What Might we see in Iqaluit

Nunvaut Tourism Video

1. Reflection: What I hope to learn or do in Iqaluit….

Day 4 “Fly” to Iqaluit (YouTube)
2.1.1b
2.1.2b 1. Review why we had to travel by plane.
2.1.2c 2. Discuss what students saw as they flew in and write obervations down in journal

Day 5 Lets Look Around – Landforms

2.1.2
1. Have students reflect on things they “saw” as they arrived to Iqaluit.
2. Show videos
3. Discuss the Physical Geopgraphy of Iqaluit (land and bodies of water) – Tundra and Koojesse Inlet
Day 6 Looking at the Nunavut flag (meanings)
2.1.1
Day 7 Northern Lights
2.1.2f Introduction:
2.1.3c 1. Explain how Northern Lights work
2. Show time lapse video https://www.youtube.com/watch?v=FcfWsj9OnsI
3. Read “A Story About the Northern Lights”
4. Read Poems on SMART Notebook, have students picture in head and paint a visual of them.
Day 8 Early Days in Iqaluit
2.1.3 Inuit Background - Traditional Clothing and Shelter (Summer-Animal Hide Tents/Winter-Igloos)
-What does "Inuit" mean
-Traditional gender roles
-Traditional clothing
Day 9 Inuksuks
2.1.3 Introduction: Read “The Gift of the Inuksuk”

1. Discuss the Inuksuk and how it is an important part of the Inuit’s life.
2. Watch YouTube video’s
Inuksuk, its usage and Build Your Own Inuksuk
Michael Kusugak - Explaining what an Inuksuk is
What is an Inuksuk?
Iqaluit Unit Plan
(Ted Harrison Art?)
Day 10 Types of Food/Hunting
2.1.4a 1. Show Notebook slides, discuss hunting methods
2.1.3b 2. Show “Following in his fathers footsteps” YouTube Video https://www.youtube.com/watch?v=9xLS_H2B6hg
2.1.2g 3. Talk about different types of food they eat (Caribou stew, artic char, whale skin (maktaaq))
4. Show video about making Bannock https://www.youtube.com/watch?v=rIQsA423lg0

Day 11 Inuktitut Language

2.1.3d Introduction: Show Video's words in Inuktitut words being pronounced http://icor.ottawainuitchildrens.com/node/59 of common
Inuktitut words numbers and colors https://www.youtube.com/watch?v=JhYgv3uORqc.

1. Discuss how language is passed down through generations and is in danger of being lost as more and more people speak English.
2. Show how Inuktitut is written in English and in their own written language.

Closing: Translate some common words and write their definition together as a class.

Day 12 Daily Life/School Life

2.1.2g, Introduction: Show “Life in Iqaluit” Video https://www.youtube.com/watch?v=x30lPvBuFA4
2.1.3a
1. Discuss Daily Life of people who live there – School, Fun and Travel
2. Show Notebook slides and

Closing: Have students create a comic Strip of a typical day including things they do for fun like….Kayaking, Berry Picking, Clam Digging,
Skating

Day 13 Prices of Food

2.1.4 Introduction: Discuss why food is so expensive.

1. Show prices of food in pictures and compare to prices in Calgary.

2. Record on sheet together as class

Closing: Ask - The Inuit have long eaten mostly meat and survived nicely. Do they really need western food?
Iqaluit Unit Plan
Day 14 Inuit Traditions
2.1.3 Music: Throat Singing, Drum Dance

Inuit Games
Day 15 Inuit Special Days/Holidays
2.1.4 Tonnik Tyme (Srping)
Nunavut Day (July 9)

Day 16 Goods Produced

2.1.4
Day 17 What are the Natural Resources?
2.1.4
Day 18 Jobs/Tourism
2.1.4
Day 19 Inuit Legends
2.1.3 Introduction: Tell students what a legend is.

1. Watch: Owl and the Raven YouTube https://www.youtube.com/watch?v=3xhWWdGm8fE

2. Watch: Owl and the Lemming https://www.youtube.com/watch?v=Oj_EmJmBVYM

Closing. Draw a picture and write about one of them in travel journals
Unit Assessment