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Module 2 • People and Culture: Culture Language
ACTIVITY 2-6
With the invention of the printing press and the wider distribution of
Assessment:
written and graphic material, technology has played a major part in
Upon completion of this
the storytelling process. It enabled the ability to record and preserve
activity students should:
access to the stories of early cultures to present-day but less techno-
- Debate the evolution
logically sophisticated cultures, and to diversify in the storytelling
process itself. But while storytelling was once an important outlet
of storytelling.
for everyone in a culture, there was a time where it was most often
- Identify a variety of
thought of as the province for the “professionals.” The advances of
media in which people
the Internet, however, now offer all of us great ability to tell our sto-
communicate and tell
ries—this time to share with the larger world.
stories.
- Present a traditional
Procedure:
Chukchi legend in a
chosen medium.
1. Write the words “Blog,” “My Space,” You Tube,” and “Facebook”
- Discuss how the language
on the board. Are students familiar with any of these hugely
and medium in which a
popular web phenomena. What do students associate with each of
story is told are keys to its
these? What do they all have in common? What is their purpose?
place in human history.
Why do these phenomena have such a stronghold in today’s
western culture?
If students are not familiar with these websites allow them to research each online. This can
include looking each one up on services such as wikipedia.com or answers.com, or going to the
actual site, looking at content, and possibly reading the About sections.
MySpace, YouTube and Facebook are all identified as “social networking places.” Is this different
from a blog space? Why, or why not? Do the social networking sites serve a different purpose
than a personal blog? Why, or why not? Can any of these be considered a format of modern
storytelling? Why, or why not?
2. Reflect with students on the significance of storytelling today and throughout human history.
Share with students that storytelling plays a central role in the cultures of Native Arctic peoples.
3. Watch “The Reindeer Thief” available in Classroom Movies of the Scrapbook in Explore at
PolarHusky.com
What is the essence of this story? Listening to the story, do we learn anything about the settings
for the story, the Yu’pik culture? Why, or why not? Can students imagine this story being told as
well or better in another medium?
4. As a class generate a list of possible contemporary mediums for storytelling. The list could include
sketching, a newspaper article, dance, painting, a theater performance, blog entry, song, science
fiction story, TV show, novella, audio documentary, sculpture, manuscript, documentary, cartoon,
iMovie, music video, news segment, website, instrumental rendition, poem etc.
Reflect briefly how this list has expanded over the past 100 years, 50 years, 10 years!?
5. Share with students that they are now going to take short traditional stories from Chukotka and
retell them using their medium of choice.
Students work in smaller teams (suggested 2–3). Each group works with a legend from the list of
twelve stories from Chukotka available on the Traditional Stories page in the Chukotka section of
Investigate in Logistics at PolarHusky.com.
PolarHusky.com
© NOMADS Online Classroom Expeditions GoNorth! Chukotka 2007 Curriculum 22
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