Module 2 • Geology: Inupiat Ioitqusiat Inupiaq (Real People)
Research Question: What is culture and how is our place expressed in our culture? Background:
All traditional societies are deeply connected to the landscapes they call home, since people within them must extract the means of their survival—food, clothing, and shelter—directly from the natural resources around them. And because what we eat and wear are vital aspects of what defines human cultures, traditional societies help make an explicit connection between the environment and culture.
The Inupiaq culture is a good example. Dwelling for thousands of years in the challenging Arctic climate, the Inupiaq have developed a sophisticated culture that not only defines them as a people, but ensures their survival. Inupiaq clothing is constructed from the hides and furs of animals hunted on the Arctic sea ice. Over generations, craftsmen and women have learned the unique properties of various materials and used them to advantage to remain warm and dry in the cold Arctic.
At first glance, industrial societies appear to have lost this direct connection between environment and culture. But in spite of the spread of mass-produced goods and culture, all of us remain in large part defined by our environment. As a result, we can understand our cultures by understanding our environments—and vice versa.
Procedure:
1. Begin by playing the “Clothing Game” in Wumpa’s World, available in the Logistics section of
PolarHusky.com.
Individually or in groups, students navigate to the “Clothing Game” and, using the mouse, drag the clothing into place on the person.
Background Activity 2-4
Activity Level: experience
Subject Areas:
English, geography, technol technology, world history, geography
Objectives: Students will:
Objectives: Students will:
- Observe the relationship between geography and culture.
- Explore the concepts of difference and values. - Learn about civic rights as a function of belonging to a community.
- Explore how clothing is a reflection of culture and the environment.
- Explore the U.S. Bill of Rights as an example of a declaration of rights. - Consider the function of kindness in a civil society.
- Examine Inupiaq culture as reflected in clothing. - Understand how their own environment affects their culture.
1-2 45-minute periods, research time required Materials:
Materials: - Teacher Notes 2-1a “Bill of Rights”
- Teacher Notes 2-1c “Pass It On”
Additional Resources Additional Resources
http://www.smithsonianeducation.org/images/educators/ lesson_plan/native_dolls/native_dolls.pdf Smithsonian in Your Classroom: Native American Dolls — A lesson plan from the Smithsonian with detailed background information about dolls from various tribes.
.native-languages.org/dolls.htm American Indian
Dolls — An introduction to American Indian doll-making, with suscillan velit pratisl dolore eui eu feuis et velit
links to doll makers and other related sites, maintained by the nonprofit Native Languages of the Americas.
PolarHusky.com © NOMADS Online Classroom Expeditions
- Student Page 2-4a “My Doll”
Vocabulary:
http://www.onsequat lute am vel euguer aut iliscil landit wis eum iusto enim et ullutat alit verilit veniam, commodit lorper suscillan velit pratisl dolore eui eu feuis et velit
http://www.onsequat lute am The con vel euguer aut iliscil landit wis eum iusto enim et ullutat alit verilit veniam, commodit lorper
rights, laws, Bill of Rights (U.S.), values, amendments, community
Vocabulary: culture, environment, natural resources, traditional, Native
Continued on page 7 Continued on page 23 GoNorth! Beringia 2011 Curriculum 22
Time Consideration: 1 45-minute period
- heavy paper or card stock - construction paper - various fabrics - scissors
- markers, crayons, colored pencils
- glue or transparent tape - Teacher Notes 2-4a “Dressed for the Weather”
- construction paper - art supplies
language arts, science, art,- ogy, dance, music, visual arts, civics, U.S. history, sci- ence
- Teacher Notes 2-1b “Core Democratic Values”
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