GoNorth! Curriculum and Activity Guide 2011

Module 2 • Geology: Inupiat Ioitqusiat Procedure:

1. The trailer for the documentary Games of the North, available under Classroom Movies in the Scrapbook section in Explore at PolarHusky.com, introduces students to the traditional games of the Native Arctic people.

Before viewing the clip, tell students that the film explores Native games and their relationship to the Arctic environment and culture. As they watch the trailer, they should jot down any information they see about how the games relate to culture and the environment.

After watching the clip, regroup as a class to discuss the film. What observations can students make based on this short trailer?

What are some of the values taught by the games (e.g., endurance, strength, respect for nature)? Why might these values be important in the Arctic environment? As the environment changes due to global climate change, how might these games—or their place within the culture—change?

Traditional games help while away the long, sunless days when many are confined to dwellings for long periods. They also help teach important skills that Arctic Natives use to survive their environment.

2. Using Student Page 2-6a “Games of the North,” students compete in pairs at traditional Arctic games.

Assign the class to work in pairs. These pairs should be matched for strength, gender, and so forth. The students then go to “Traditional Inuit Games” under Your Study Resources for Module 2 in the Investigate section of Logistics at Polarhusky.com.

There they read about how to play traditional games and try out two games with their partner.

3. After they have tried out the games in pairs, regroup as a class. Have each pair demonstrate a game for the rest of the class.

How does the experience of trying the games out change their understanding of the values of strength, endurance, mental stamina, and so on?

4. Write the word “environment” on the board. Underneath, make two columns: one for the Arctic and one for the community in which your school is located.

Begin with the Arctic column, as a class, brainstorm the features of the Arctic environment that you have encountered thus far in the curriculum. For example, sea ice, 24-hour darkness, cold temperatures, and so on.

Now brainstorm a list of the environmental features of the community in which your school is located. Include such things as seasons, large bodies of water, mountains, and so on.

As a class, discuss how the Arctic environmental features you’ve listed contribute to Arctic cultures, including Arctic games. How does the environment shape the culture?

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Activity 2-5 2-6 Assessment:

Upon completion of this activity students should: - Discuss the relationship between the Arctic environment and tradi- tional Native games. - Learn and compete at traditional Native games of the Alaskan Arctic (Student Page 2-6a “Games of the North”). - Identify features of their environment and games associated with them (Student Page 2-6b “My Games”). - Create a film that explores a sport and the effect of climate change on it (Student Page 2-6b “My Games”).

GoNorth! Beringia 2011 Curriculum

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