Inuit

Grade 2, Social Studies

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Table of Contents:

Essential Question……………………………………………………………………………………3
Focusing Questions……………………………………………………………………………………………3
Unit Summary……………………………………………………………………………………………………3
Key Terms and Concepts……………………………………………………………………………………3
Unit Rationale……………………………………………………………………………………………………3
General and Specific Outcomes…………………………………………………………………………4/5
Unit Assessment Plan and Daily Schedule………………………………………………………….6-12
Assessment Rationale………………………………………………………………………………………..13
Unit Schedule…………………………………………………………………………………………………….14-15
January to February………………………………………………………………………………………..14-15
Resources…………………………………………………………………………………………………………..16

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Essential Questions

1. What are the geographical features of the North?
2. What features makes Inuit culture unique?
3. What are the economic characteristics of Inuit culture?
4. How has a connection to other communities in Canada impacted Inuit
culture?


Focusing Questions

1. How is Inuit culture unique to our own?
2. What are the unique features of the North?



Unit Summary
Taken from program of studies: Grade 2 students will investigate life in three diverse
communities within Canada. Based on their understanding of their own communities, students

will explore characteristics of selected rural and urban communities in Canada such as, an Inuit
community. They will apply their understanding of various aspects that define communities,
such as geography, culture, language, heritage, economics and resources, in their investigation
of how communities are connected. Students will discover how people live in each of these
communities and will reflect upon the vastness of Canada and the diversity of Canadian
communities.



Key Terms
-Inuit -Nunavut -Climate
-Culture -Iqaluit -Weather
-Community -Capital
-North/East/South/West -Inukshuk
-Canada -Soap Stone
-Celebrations -Northern Lights
-Traditions -Inukitut


Unit Rationale
Taken for Program of Studies: Grade 2 students will develop a process for identifying
characteristics of communities within Canada. They will inquire into the defining

characteristics of a variety of communities in Canada to foster an appreciation of what makes a
community and of each community's contributions to Canada as a nation. Through these
explorations, students will develop an appreciation of and respect for the vastness of Canada
and the diversity of Canadian communities





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General and Specific Learning Outcomes

General Outcomes:

1. 2.1: Canada’s Dynamic Communities
Students will demonstrate an understanding and appreciation of how geography,
culture, language, heritage, economics and resources shape and change Canada's
communities.

2. 2.2: A Community in the Past
Students will demonstrate an understanding and appreciation of how a community
emerged, and of how the various interactions and cooperation among peoples
ensure the continued growth and vitality of their community.

3. Skills and Processing
Alberta Learning's Information and Communication Technology (ICT) curriculum is infused
throughout the social studies program of studies.


Specific Outcomes

General Outcome: 2.1
1. 2.1.1:
-Appreciate how a community's physical geography shapes identity
-Appreciate the diversity and vastness of Canada's land and peoples
-Value oral history and stories as ways to learn about the land
-Acknowledge, explore and respect historic sites and monuments
-Demonstrate care and concern for the environment
2. 2.1.2:
-Where are the Inuit, Acadian and prairie communities located in Canada?
-How are the geographic regions different from where we live?
-What are the major geographical regions, landforms and bodies of water in each
community?
-What are the main differences in climate among these communities?
-What geographic factors determined the establishment of each community (e.g., soil,
water and climate)?
-How does the physical geography of each community shape its identity?
-What is daily life like for children in Inuit, Acadian and prairie communities (e.g.,
recreation, school)?
-How does the vastness of Canada affect how we connect to other Canadian
communities?
3. 2.1.3
-What are the cultural characteristics of the communities (e.g., special symbols,
landmarks, languages spoken, shared stories or traditions, monuments, schools,
churches)?
-What are the traditions and celebrations in the communities that connect the people to
the past and to each other?
-How are the communities strengthened by their stories, traditions and events of the
past?
-What are the linguistic roots and practices in the communities?

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-What individuals and groups contributed to the development of the communities?

-How do these communities connect with one another (e.g., cultural exchanges,
languages, traditions, music)?
-How do the cultural and linguistic characteristics of the communities studied
contribute to Canada's identity?
4. 2.1.4
What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
mining)?
What are the occupations in each of the communities?
What kinds of goods and services are available in the communities?
What impact does industry have on the communities (i.e., agriculture, manufacturing)?
General Outcome 2.2

5. 2.2.6:
-What characteristics define their community?
-What is unique about their community?
-What are the origins of their community?
-What were the reasons for the establishment of their community (e.g., original fur trade
fort, original inhabitants)?
-What individuals or groups contributed to the development of their community?
6. 2.2.7:
-In what ways has our community changed over time (e.g., changes in transportation, land
use)?
-What has caused changes in their community?
-How has the population of their community changed over time (e.g., ethnic mix, age,
occupations)?
-How have the people who live in the community contributed to change in the community?
-How is the presence of Aboriginal and/or Francophone origins reflected in the community
today?
7. 2.S.3:
-Use a simple map to locate communities studied in Canada
-Determine distance on a map, using relative terms such as near/far, here/there
-Apply the concept of relative location to determine locations of people and places
-Use cardinal directions to locate communities studied in relation to one's own community

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Unit Assessment Plan and Daily Schedule

Lesso Learning Outcome Concept Time Activities & Teaching Assessm Weight
n (min) Strategies ent ( /100%)
Date
Mon. GLO: 2.1-Canadas Dynamic communities & Intro to Inuit 60 min -Imagine Activity For 0
Jan 7 2.2-A Community in the Past Unit -Origin story
SLO: -Picture Read
Very general overview of outcomes -Prediction Time Capsule
(intro to everything).

Tue. GLO: Skills and Processing & 2.1: Canada’s Location 60 min -Where is North Canada? FOR 0
Jan 8 Dynamic Communities -Where in Canada do the
SLO: Inuit live?
2.S.3: Use a simple map to locate -Where are they in
communities studied in Canada comparison to us?
-Use cardinal directions to locate (Alberta, Cochrane)
communities studied in relation to one's own -Guided colouring sheet
community
2.1.2: Where are the Inuit, Acadian and
prairie communities located in Canada?
2.1.6: What are the origins of their
community?


Wed. GLO: 2.1-Canadas Dynamic communities & Climate/ 60 min -What is weather like in FOR 0
Jan. 9 2.2-A Community in the Past Weather Iqaluit?
SLO: -Weather Report
2.1.1Appreciate how a community's physical Worksheet
geography shapes identity
2.1.2What are the main differences in climate
among these communities?
-What Geographic factors determine the
establishment of the communities
2.2.6: What characteristics define their
community/unique

Thur. GLO: 2.1-Canadas Dynamic communities & Before and 60 min -Classroom notes For 0
Jan 2.2-A Community in the Past After -Before and after
10 SLO: worksheet
2.1.1:
-Appreciate how Inuit community shapes
identity
2.1.2:
-How are the geographic regions different
from where we live?
-What are the main differences in climate
among these communities?
-How does the physical geography shape
communities identity?
2.1.3
-What are the cultural characteristics of

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each community?
2.2.6:
-What is unique about each community?
-What are the characteristics of the
community?
-What are the origins of the community?
2.2.7
-In what ways has Inuit community changed
over time




Mon. GLO: 2.1: Canada’s Dynamic Communities Nunavut 60 min -Look at symbols and For 0
Jan Students will demonstrate an Flag colors on the Nunavut flag
14 understanding and appreciation of how -Understand what each of
geography, culture, language, heritage, these represents
economics and resources shape and change -Color and fill our chart
Canada's communities. about the Nunavut flag
worksheet
1. 2.1.2: -What do the
-Where are the Inuit, Acadian and colours/symbols on the
prairie communities located in flag represent
Canada?
2. 2.1.3
-What are the cultural characteristics
of the communities (e.g., special
symbols, landmarks, languages
spoken, shared stories or traditions,
monuments, schools, churches)?



Tues. 2.1: Canada’s Dynamic Communities Iqaluit 60 min -Travel to Iqaluit! For 0
Jan Students will demonstrate an -Watch video about life in
15 understanding and appreciation of how Iqaluit
geography, culture, language, heritage, -Classroom chart
economics and resources shape and change -Worksheet/
Canada's communities.

2.1.2:
-Where are the Inuit communities located in
Canada?
-How are the geographic features different
from where we live?
-What are the major regions, landforms and
bodies of water in each community?
-What is daily life like for people living in
Iqaluit?
-What are the main differences in climate in
each community?
2.1.3:
-What were the cultural characteristics of

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each community?
2.1.4:
-What are the natural resources in each
community?


Wed. GLO: Iqaluit catch 60 min -Work on classroom For 0
Jan 2.1: Canada’s Dynamic Communities up day! chart
16 Students will demonstrate an
understanding and appreciation of how
geography, culture, language, heritage,
economics and resources shape and change
Canada's communities.
SLO:
2.1.2:
-Where are the Inuit communities located in
Canada?
-How are the geographic features different
from where we live?
-What are the major regions, landforms and
bodies of water in each community?
-What is daily life like for people living in
Iqaluit?
-What are the main differences in climate in
each community?
2.1.3:
-What were the cultural characteristics of
each community?
2.1.4:
-What are the natural resources in each
community?

Thur. GLO: 2.1-Canadas Dynamic communities Language 60 min -Watch video about For 0
Jan SLO: language (try to speak
17 2.1.1 the language)
-Value oral history and stories as ways to
learn about the land -Write words using the
-Acknowledge, explore and respect historic Inuit language
sites and monuments
2.1.3 -Complete worksheet
-What are the cultural about the language in
symbols/monuments) comparison to English.

-If finish early (try
writing other words on a
scrap piece of paper or
finish working on older
work).
Mon. N/A Guest 60 min Guest Speaker For For
Jan. Speaker
21
Tues GLO: 2.1-Canadas Dynamic communities & Clothing 60 Video: For 0
Jan 2.2-A Community in the Past min Lets help Henry pack

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22 SLO for his trip to Iqaluit!

2.1.1: -Unpack his suitcase
-Appreciate the diversity and vastness of and see what is inside
Canada's land and peoples -Dress him in it if we
2.1.2
are going to keep it
-What is the main differences in climate
among these communities -Clothing worksheet

2.1.3
What are the cultural characteristics
of the communities (e.g., special
symbols, landmarks, languages
spoken, shared stories or traditions,
monuments, schools, churches)?
Wed GLO: 2.1-Canadas Dynamic communities & Occupations 60 min -You have joined the For 0
Jan 2.2-A Community in the Past (soap stone Inuit community and
23. 2.1.3 carvers, need to pick a job!-You
What are the cultural characteristics of the hunting, must pick, hunter/fisher,
communities fishing and tool maker, clothing
2.1.4 maker or soap stone
-What are the occupations in each of these
making
tools, carver.
communities?
-What kinds of goods and services are females -What will you choose?
available in the community? making Why did you choose this?
clothing) -List in order what jobs
you would choose.
-Draw a picture of you
-Start
working!
reasons to

move/not

move
posters
Thur. GLO: 2.1-Canadas Dynamic communities & Change in 60 min -Review past/present For 0
Jan 2.2-A Community in the Past Inuit -Discuss why this
24 2.2.7: community changed in these
-How has the population in the communities?
community changed over time (race, -People in community
number, ethnicity) adopted new ways of life
-What caused the change in the -Iqaluit today poster!
(Why Iqaluit changed
community over time?
poster)
-How have the people who live in the -Technology, shipping in
community contributed to the change resources (Wood for
in the community? house)
-Two things from the
past (igloo, hunting)
-Middle (why it
changedàresources
shipped over àwood for
house or food for grocery
store)àexamples as a
class, pick your favourite,
draw and write it in box.
-Last: What changed
(wooden homes, grocery
stores)

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Mon. GLO: 2.1-Canadas Dynamic communities & Resources: 60 min Living in the Northàpg For 0
Jan 2.2-A Community in the Past Arctic char, 10.
arctic cotton, -Weather
28 2.1.1
caribou,
-Appreciate the diversity and vastness of couldberries,
Goods in Iqaluit
Canada's land and peoples polar bears, àLooking at work
2.1.4 ptarmigan, àPass me something
-What kinds of natural resources exist in seals, caribou, when I am close, back up
the communities ravens, purple (cannot throw it)
saxifrage, lead,
-What kinds of goods and services are zinc
àArctic Passport:
available in the community? -Work on Iqaluit is _____ (close/far)
2.2.6: Characteristics that define posters if One way resources are
community finished early brought in is by _______
-What is unique about community (plane/boat).
àTypes of resources in
Iqaluit are:
Tues. GLO: 2.1-Canadas Dynamic communities & Games 60 min 2.1.3 For 0
Jan 2.2-A Community in the Past -Work on -Play games!
29 2.1.3 posters
-What are the cultural characteristics of when
the communities (traditions) finished
2.2.6 work early
-What makes this community unique?

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Wed. GLO: 2.1-Canadas Dynamic communities & Food 60 min -Weather SUM 20
Jan 2.2-A Community in the Past -Finished -People in the North pg. (Post)
30 2.1.3 posters by 12
-What are the cultural characteristics of today. Looking at work
the communities (food) Artic People “How did
2.2.6 the early Artic Peoples
-What makes this community unique? hunt for food? Pg. 16
(Ask questions/group
discussion)
-People of the North
“Living in the North” pg.
10
-Do you think they have
…How is this similar or
different to Alberta?
-Arctic Passports

Thur. GLO: 2.1-Canadas Dynamic communities & Traditions 60 min -Weather report Sum 10
Jan 2.2-A Community in the Past -Legends -Video of throat singing
31 project https://www.youtube.co
2.1.1 introduce m/watch?v=DLMlkjnYe0
-Appreciate the diversity and vastness of U
Canada's land and peoples -Drum Dancing
-Value oral history and stories as ways to https://www.youtube.co
learn about the land m/watch?v=YyIYYgRgTk
A
2.1.3
What are the traditions and celebrations -Traditional story telling
in the communities? and mythology
2.2.6: Characteristics that define -Traditional story online
community -Arctic Passport
-What is unique about community -Homework (I want you
to go home and read a
traditional story with
parents, tell me what it is
about)
Mon. -2.1.1 Legends 60 min -Traditional Inuit story Sum 15
Feb 4 -Value oral history and stories as a way of -Work on (night and day)
learning about the lands and its people legends -Read two of them
together as a class
project
-Students will then draw
a picture of the story.
-How light came project
(draw a picture of each
part of the story on a
story board)
-Colour picture
-On back tell me what an
Inuit legend is
(Can take two days for
this if we need to)

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Tue. GLO: 2.1-Canadas Dynamic communities & Celebrations 60 min. For 0

Feb 5 2.2-A Community in the Past -Return of the sun
-Nunavut Day
2.1.1
-Appreciate the diversity and vastness of Similar to celebrations
Canada's land and peoples we have?
-Value oral history and stories as ways to
learn about the land Arctic Journal: One
holidayàdraw picture
2.1.4 I chose ______ for my Inuit
-What are the traditions/celebrations in celebration.
the communities that connect their
people to their past?
2.2.6: Characteristics that define
community
-What is unique about community

Wed. Brochure n/a n/a n/a Sum 40
Feb 6

Thu Brochure n/a n/a n/a Sum 40

Feb
7.

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Mon GLO: 2.1-Canadas Dynamic communities & End of Unit 60min -End of Unit test Sum 25
Feb 2.2-A Community in the Past test
11. SLO (Question that reflect all of them for
this unit)

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Assessment Rationale

Arctic Time End of Legends Reasons End of Brochure
Passport Capsule unit story for or unit
test project against test
Iqaluit
Formative J J
Summative J J-15 J-40 J-25 J-20

Arctic Passports: Formative
-Students will work on worksheets reflecting on what we learned in each class. This will give me a
good understanding for how much they were able to understand in that class. Students will also use
this information to develop their travel brochures at the end of the unit.
End of Unit Test: Summative-25
-Students will be given an end of unit test. This test will reflect on everything we have learned and
students can use their Arctic Passports to review. Questions will be simplified to ensure they are at a
level for grade 2 students. They will also reflect on the outcomes they were supposed to reach by the
end of the unit.
Time Capsule: Formative
-Students will make predictions about Inuit culture at the beginning of our unit. This will give me an
idea of how much previous knowledge students have about the culture and how much they have
learned from our brief introduction to the unit. We will open the Time Capsule at the end of the unit
to see if we were right!
Observations/Conversations:
I added this into my formative assessment, as I believe I can learn a lot about a students
understanding simply by looking at them and talking to them. For example, watching for frustration,
ease, multiple questions, limited questions etc. This will also allow me to reflect on my teaching,
ensuring I haven’t forgotten to tell or show students something they need in order to be successful.
Legends Project: Summative
Students will go home and discuss with their parents what a legend means. They will then be asked
to read a legend with their parents and reflect on a worksheet about it. Once they have done this they
will bring it back and we will develop a storyboard about the legend. They will also tell me what a
legend means.
Reasons for or Against Iqaluit:
-Students will be asked to use their arctic passports to decide whether or not they think it's a good
idea or bad idea to move to Iqaluit. They will be asked to create 10 ideas and develop a poster either
promoting or not promoting Iqaluit.
Brochure:
-This will be the final project for our unit. In this project students will be expected to tell me
everything they learned about Inuit culture. They will build pages based on interest (tell me about
Iqaluit, Nunavut flag, traditions, legends, food, clothing etc). Students will use their Arctic Passports
in order to complete this assignment.










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Unit schedule
January-February
January
Monday Tuesday Wednesday Thursday Friday

7 8 9 10 11
R: Intro to Inuit Location Climate/Weather Past/Present N/A (social on
Unit GLO: 2.1 GLO: 2.1 & 2.2 GLO: 2.1 & 2.2
GLO: 2.1 AND 2.2 SLO: SLO: SLO: computers and art)
2.1.1 2.S.3 2.1.1 2.1.1
2.1.2 2.1.2 2.1.2 2.1.2
2.1.3 2.1.6 2.2.6 2.1.3
2.26 2.2.1
2.2.6
2.2.7

14 15 16 17 18

Nunavut flag Iqaluit Iqaluit catch up! Language N/A (Computers

GLO: 2.1 & 2.2 SLO: R- GLO: 2.1 & 2.2 GLO: 2.1 & 2.2 GLO: 2.1 and Art)
2.5 SLO: SLO: SLO:
2.1.2 2.1.2 2.1.2 2.1.1
2.1.3 2.1.3 2.1.3 2.1.3
2.1.4 2.1.4
21 22 23 24 25
Guest Speaker Clothing Occupations/Hunting Change in Inuit N/A (Computers
GLO: 2.1 & 2.2 , soap stone carving, Community and Art)
SLO clothes making GLO: 2.1 & 2.2
-Start reasons project
2.1.1 2.2.7
GLO: 2.1 & 2.2
2.1.2
2.1.3
2.1.3
2.1.2
2.1.1

28 29 30 31
Resources Games Food-Reasons project Traditions
GLO: 2.1 & 2.2 GLO: 2.1 & 2.2 due. GLO: 2.1 & 2.2
2.1.1 2.1.3 GLO: 2.1 & 2.2 2.1.1
2.1.4 2.2.6 2.1.3 2.1.3
2.2.6 2.2.6 2.2.6
February
Monday Tuesday Wednesday Thursday Friday
1
? N/A (computers
and art)

4 5 6 7 Feb 11

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Legends-Legends Celebrations Brochure Brochure End of Unit Test

project 2.1.1 2.1 & 2.2-A
GLO: 2.1 & 2.2 2.1.4 SLO (Question that
2.1.1 reflect all of them for
2.2.6
this unit)

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Resources:

-Alberta Program of Studies
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#9
63902

-Social Studies Program of Studies-Grade 2

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