Respect for diversity - The Critical Thinking Consortium

Transcription

Sample Critical Challenge
Respect for diversity
Taken from
The Resourcefulness of the Inuit
Authors
Wendy Amy, Kathryn Clark, Micky Cole, Barbara
Daniels, Karen Duncan, Mary-Lynn Epps, Patricia
Finlay, Tom King, Leona E. Kyrytow, Terrill
MacDonald, Kim Needham, Jane Phillips, Amy
Tang
Editors
Jan Nicol, Roland Case
Synopsis
This two-part critical challenge introduces the importance
of responding respectfully to those who may be different.
In the first challenge, students record their initial
impressions of six practices that people outside the Inuit
culture may find unfamiliar. Students are encouraged to
appreciate the wisdom of these practices by considering
the reasons behind them. A follow-up activity focusses on
practices drawn from students’ own culture but disguised
as “foreign” practices. Students learn about the concept
of ‘diversity’ and look for examples in their community.
As part of an ongoing project, students decide from their
perspective which of the six Inuit traditions introduced
thus far is the most unique. In the second challenge,
students read scenarios involving cultural and personal
diversity and then suggest three potential responses to
each. Applying the criteria for respecting diversity,
students select the most respectful response to each
scenario.
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© 2006 The Critical Thinking Consortium. Permission granted to duplicate the blackline masters (i.e., briefing sheets, data charts, documents,
assessment rubrics) for individual classroom use only. Duplication of the suggested teaching activities or use of the blackline masters for other
purposes are not permitted without prior written permission from The Critical Thinking Consortium.
1
Respect for diversity
Critical Challenge
Critical task /
question
Overview
A.
Which of the six Inuit practices is the most unique?
B.
Decide on the most respectful response to each of the two
situations involving diversity.
This two-part critical challenge introduces the importance of
responding respectfully to those who may be different. In the first
challenge, students record their initial impressions of six practices that
people outside the Inuit culture may find unfamiliar. Students are
encouraged to appreciate the wisdom of these practices by considering
the reasons behind them. A follow-up activity focusses on practices
drawn from students’ own culture but disguised as “foreign” practices.
Students learn about the concept of ‘diversity’ and look for examples
in their community. As part of an ongoing project, students decide
from their perspective which of the six Inuit traditions introduced thus
far is the most unique. In the second challenge, students read scenarios
involving cultural and personal diversity and then suggest three
potential responses to each. Applying the criteria for respecting
diversity, students select the most respectful response to each scenario.
Objectives
Broad
understanding
Requisite
tools
Cultures often have practices that are different and not well understood by those outside the culture. All groups should be treated with
respect.
Background knowledge
• some understanding of the rationale for selected Inuit practices
• knowledge of the advantages of diversity within the classroom
and community
Criteria for judgment
• criteria for uniqueness (e.g., significant difference, beneficial)
• criteria for respectful response (e.g., friendly, understanding,
sensible, sincere)
Critical thinking vocabulary
• diversity
Thinking strategies
• data chart
Habits of mind
• respect for cultural diversity
1
The Critical Thinking Cooperative
Suggested Activities
Pre-planning
Assemble
resources
➤
Blackline Master #1
You will want to have available for use
throughout this unit, including several times
during this first critical challenge, pictures
and drawings of various aspects of Inuit
life—both traditional and contemporary.
We provide a number of drawings in this
volume (Blackline Masters #14-15, 25,
31-37, 68) and we suggest in Inuit picture resources (Blackline Master #1)
websites and widely available texts
containing relevant illustrations and
information. The best single source
for photographs is the Prince of
Wales Northern Heritage Centre
(http://pwnhc.ca/databases/
photodb.htm). You may want to
collaborate with a teacher-librarian to assemble these and other
references so students may
readily access them throughout the unit.
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Lifes
tyle
Arcti (past)
c Cir
Histo cle, http
Black
Ekoom ry Cultu ://arcticcir
line
re/
cle.uc
ia
Maste
onn.ed
Toron k, Norman
r #1A
u/
Kusug
Hahn, to: NC P . (1998)
. Arc
ak, M
ress
Eli
tic m
ic
T
ha
FL: R zabeth. (1 . (p. 15)
oron
emor
el
ies.
Osbor to: Ann A. (1998)
“Inuit ourke. (p 990). The
ick P
n, K
. 9)
Inuit.
ga
ress. . Arctic st
Arcti evin. (1
Vero
Museu mes,” part
(p.
ories.
Beach
Smith, c. New Y 990). The 33)
,
Indige ms honour of the Liv
Peo
ork:
J.H
in
no
the A . Greg. (1 Chelsea ples of th
Canad us Gam the North g traditio
rc
ns
es
A
98
a:
:
7). E House. (p e
26-27) tic. Vero
Exhib http://w , Virtual merican
sk
p.
im
B
M
57
w
it
each,
os
Sterlin
inuit_ ions/Tra w.virtual useum of
FL: R : The Inui -64)
g,
ourke.
t of
Shem games.h ditions/Eng museum.c
Mills Sharon. (2
(pp. 2,
tml
ie, Bon
a/
, ON
lish/
: Oxf 000). Our
nie. (1
and
ord U
Tech
Sterlin bone. Mon 989). Hou
nolog
nivers beginnings
y (pas
ity Pre
treal:
. Don
g, Sha
ses of
E
ko
t)
T
omia
ss. (p
ro
snow
undra.
Mills
. 63)
, skin
, ON n. (2000)
(pp.
Toron k, Norman
: Oxf
.
ord U Our begi 16-17)
Lifes
Shem to: NC P . (1998)
nn
tyle
nivers
. Arc
ie, B
ress
ity Pre ings. Don
Alexa (present)
and bo onnie. (1 . (p. 7, 11 tic memor
ss. (p
nder,
98
)
ie
ne
. 62)
s.
9).
. Mon
Bryan
18)
An E
treal: Houses of
&
sk
Siska
Tundr
sn
4, 5, imo famil Alexand
, Hea
a. (pp. ow, skin
Alexa 20, 21, 23 y. Minne er, Cherry.
Vanco ther Smit
3,10-1
apolis
nder
)
h. (198
uver,
1, 14
: Lerne (1985).
,
Threa , Bryan &
B
0)
C
.
: Dou
Tech
r. (pp.
te
nolog
glas & People of
Raint ned cultur Alexander
the Ic
McInt
re
Kusug y (prese
, Che
e.
yre.
17, 22 e Steck-V es: Inuit.
nt)
ak, M
Austi rry. (1993)
augh
, 23,
ic
T
Arcti
ha
oron
n,
n.
.
25, 26
el
c Cir
Steltze to: Ann A. (1998)
, 27, (pp. 5, 10 TX:
ick P
29, 31
Histo cle, http
, 11,
. Arc
r, U
12, 14
transi lli. (1982) ress. (p. 39 tic storie
Arcti ry Cultu ://arcticcir , 39)
,
re/
c hu
ti
s.
cle.uc
McInt on. Vanco . Inuit: The )
onn.ed
(pp. 1, nters. (198
yr
uver,
u/
e. (p.
Sterlin
7). L
9, 10
Gunn,
BC: D North in
on
16
,
g,
11
do
8)
ouglas
Ang
, 19
n:
Mills Sharon. (2
Toron us, ed. (1 -23, 25, British M
&
26-31)
useum
Walla , ON: Oxf 000). Our
to: Enc
971).
12-1
ce,
.
Esk
ord
yc
be
Toron Mary. (199 Universit ginnings
Hanco 3, 14, 15, lopaedia B imo famil
D
y to
y
to: G
16)
ritann
ck,
reey 9). The In Press. (p on
ica. (p day.
Fitzh Lyn. (199
Shelte
de Pen
. 63)
ukshuk
p. 7,
enry
7)
r
.
cier.
Nunav
9,
(past)
&W
55, 57
(pp. 23 book.
hi
S
ut
he
te
-6
.
side.
mie,
M
3)
Hoyt, 25)
Bonni
(pp. 2, arkham,
Golds
and bo
ON:
e. (198
12, 21
mith,
New
, 50,
Diane
Y
19-23) ne. Montr 9). House
53. (199
19, 21 ork: Hol
eal: T
undra. s of snow,
Hughe , 22, 23 iday House 2). Arctic
Shelte
skin
(pp. 6, 24-2
hu
s, Ji
. (pp.
r (pre
9, 12
7, 9, nter.
Glouc ll. (1984) 8)
se
“Inuit
-13,
n
11, 17
today” t)
Kusug ester Pre . Eskimos
,
ss. (p
ak, M
. New
part of
Tapir
p.
ic
ii
York:
30-31)
The so
hael A
inuit_ t Kanatam Inuit of C
anad
i: http
8, 12 ccer trails . (1993). N
Shem canada/t
a,
, 16)
:/
. Tor
In
or
/w
od
ie, Bon
ui
ther
w
ay
onto:
nie. (1 /index.h w.itk.ca/en t
and
Annic n lights:
glish/
k Pre
Steltze bone. Mon 989). Hou tm
The
ss. (p
Reso
trea
r,
se
p.
urce
fulnes
Toron Ulli. (198 l: Tundra. s of snow,
s of
1). B
sk
to: D
the In
(p
in
.
uild
24)
ouglas
uit
& McI ing an iglo
o.
ntyre.
Session One
Introduce
traditional Inuit
practices
Nam
➤
Inuit
pictu
re re
sour
ces
92
The
Criti
cal Th
inking
Coop
erativ
e
Blackline Masters #2-3
The opening activity invites students to react
to six traditional practices of the Inuit. It is
anticipated that because of a lack of familiBelie
ve it
or no
arity some students may initially be dist
paraging of these practices. Our objective
over these two challenges is to encourage
students to respond respectfully to situations that are different or not well understood. Distribute a copy of Believe
it or not (Blackline Master #2) to each
student. Point out that column one
describes customs of an unidentified group of people. Indicate to
students that some of these customs may be unfamiliar to them.
Read aloud each practice listed
in the left-hand column and ask
students to record their reactions to each action in the middle column. Ignore the right-hand
column for the time being. After all the practices have been read, invite students to offer their overall
impression of these people. Explain that students should leave the last
box blank until after they have learned more about these people.
Nam
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Their
beh
They
avio
li
ur
durin ved in sn
ow
g the
winte houses
r.
They
play
socce
r at m
idnig
At o
ne
moss time, th
eir b
as dia
abie
pers
s wo
.
You
r rea
ctio
Black
line
Maste
r #2
n
ht.
Poss
ible
reaso
ns o
r be
n
efits
re
In th
e
anim past the
y
al sk
in by softene
d
chew
ing it
.
They
so
out o metime
s ma
f fro
de sl
zen
fish.
eds
They
m
from ade sail
s
a
whe nimal in for their
re
te
b
leavi food pa stines (a oats
ng th
ss
tube
e sto es after
mach
).
Wha
t is yo
ur fi
rst im
press
ion o
f how
th
Afte
The
Reso
r hea
urce
fulnes
ring
s of
more
the In
, has
your
overa
ll im
ese p
press
eople
ion ch
lived
ange
?
d?
uit
95
The
2
Criti
cal Th
inking
Coop
erativ
e
Discuss initial
responses
Provide rationale
for practices
➤
➤
When students have responded to all the practices, ask them to describe their reactions and explain their thinking. Accept without any
negative reaction those comments that lack sensitivity to the Inuit, but
explore with greater interest student reactions that are more respectful
or open to these practices. Encourage these students to explain why
they think as they do.
respect for
diversity
After a suitable time, advise students that the actions described were
practiced at one time by the Inuit of the North. Create an overhead
transparency of Map of Canadian North
rationale for
(Blackline Master #3) and point out that the
Inuit practices
traditional territory of the Inuit is the very
Map
of Ca
northern part above the tree line. Explain
nadia
n No
rth
that about 40,000 Inuit (until recently, people outside their culture called them Eskimos) live in this region of northern
Canada. The word ‘Inuit’ means “people.” If available from the resources
you have assembled, display a
picture(s) highlighting the rather stark
and icy northern landscape. (See
Blackline Master #1 for suggested
sources.) Not only do the Inuit
have reasons for these actions,
there are many advantages to their
choices. Invite students to speculate, from the perspective of people living in such a “bare
bones” environment, about the
reasons for and possible advantages of
each action. Ask students to record their ideas in the
right-hand column of Blackline Master #2. To get students
started, provide a rationale for and advantages of two of the practices
that were most widely thought to be “weird.” Below are suggested
advantages of two practices:
Nam
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
line
Maste
r #3
Arc
tic C
ircle
Black
The
Reso
urce
fulnes
s of
the In
uit
96
The
Criti
cal Th
Behaviour
Rationale/advantages
moss diapers
• moss is widely available;
• moss can be stored in the winter;
• moss diapers are free, absorbent
and soft;
• moss diapers are environmentally
friendly (moss is biodegradable);
• moss can be packed tightly and
is lightweight for travel.
sails made of intestines
• intestines are strong and won’t rip
easily;
• intestines are lightweight and will
not slow down the boat and they
can be transported easily;
3
inking
Coop
erativ
e
• intestines are waterproof so they
won’t get soggy if dipped in the
water;
• intestines are easy to sew together;
• intestines are available any time
animals are killed;
• the sails are environmentally
efficient, using parts of animals that
may not be eaten or otherwise used.
Revisit original
responses
➤
After students have had a chance to record potential reasons for each
practice, arrange for them to share their ideas, perhaps with a partner
and/or in a whole class setting. You may want to create a chart such as
the one illustrated above, listing each practice and its rationale. After
the rationales have been shared, invite students to think of how, if at
all, their overall impression of the Inuit has changed as a result of
learning more about these people. Direct students to record these
second impressions on the bottom of Blackline Master #2. Afterwards, ask students to indicate by a show of hands how many would
write different responses in the middle column now that they have a
better understanding of the reasons behind these Inuit practices. Encourage students to share some of those responses. You may want to
highlight two themes that will recur throughout the unit:
respect for
cultural diversity
• the incredible resourcefulness of the Inuit;
• the lifestyle of different cultures might seem unusual at first
glance, but once we see the reasons why people live a certain
way, we can better understand and learn from them.
Session Two
Introduce
“Snaidanac” activity
➤
The “Snaidanac” activity is intended to reinforce the idea that although other cultural
practices may seem unusual, all cultures deserve to be treated with respect. The
Snaidanac (“Canadians” spelled backwards) is adapted from a famous 1956
article by Horace Miner (see References)
where he presented an account of common American bathroom customs disguised as the rituals of a newly discovered Aboriginal group. Distribute copies of The Snaidanac (Blackline Master #4) to each student. Mention
simply that, as in the previous activity, the left-hand column describes customs of a group of people. Indicate to students that
some of these customs may
seem strange to them. Instruct
students to read each behaviour and record,
Nam
e:
____
____
Their
____
____
____
____
beh
____
____
They
avio
spen
ur
d
in a
small a long
tim
room
and
nigh
each e alone
t.
morn
ing
____
____
____
____
____
__
The
Snaid
anac
You
r rea
ct
Black
Poss
Their
speci
or ch
al ro
o
e
and st built in m has a
peop
box
to th
le
face
s at th stare a e wall
nd
e fro
nt of make
The
the b
chest
o
x.
conta
charm
in
that s and ma s import
th
g
a
speci ese peo ical poti nt
o
p
al m
edicin le get fr ns
o
m
e pe
ople
The
.
m
the co edicine p
e
charm ntents o ople wri
f th
te
that s in a secr e magic
a
a
e
unde lmost no t langua l
ge
rstan
one
ds.
Bene
ath th
font
e che
o
into. r basin th st is a sm
all
at pe
ople
spit
Two
o
they r more ti
m
p
stick ut into th es each
da
w
e
hairs ith a bu ir mouth y,
nd
on th
a
e en le of sho
d of
rt
it.
If th
ey
their do not
pu
mou
th oft t the stic
they
m
k
e
med ust go to n enoug in
icine
h
a spe
pe
meta
l in th rson wh cial
o pu
eir te
ts
e
th.
Overa
ll, w
hat is
your
impre
ssion
of th
ese
The
4
Reso
urce
fulnes
s of
the In
peop
line
Maste
r #4
ion
ible
reaso
ns o
r be
nefi
ts
le?
uit
97
The
Criti
cal Th
inking
Coop
erativ
e
in the middle column, their reaction and, in the right-hand column,
possible reasons for this behaviour. Ask students to record their
overall impression of these people at the bottom of the page.
Debrief
the activity
➤
Invite students to share their responses. Encourage students to speculate on what these people are doing and why they might act in these
ways. At a suitable point, call upon a student to spell the word
“Snaidanac” aloud while you write the letters from right to left on the
chalkboard. Ask students what Canadian activity is described by
these actions. Invite students to indicate by a show of hands whether
or not the actions still seem as strange now that they know the people
described are Canadians. Draw out that the person describing these
actions does not understand what is going on and why these people
(us) act in these ways. Invite students to speculate about other actions
that we take for granted that might seem strange to someone from
another culture (e.g., watching a football game).
Introduce concept
of ‘diversity’
➤
Introduce students to the concept of ‘diversity’ by displaying multiple
patterns of each of the following: (1) artifacts of a particular type, (2)
words for a kind of object and (3) numbers. In the first pattern for each
item make the items identical, in the second pattern make them slightly
different and in the third pattern make them significantly different
(i.e., diverse). The following is a suggestion of three rows of patterns
for actual school objects, names of fruit and numerals:
diversity
Suggested patterns
school objects
pattern #1
social studies
textbook
social studies
textbook
social studies
textbook
pattern #2
social studies
textbook
mathematics
textbook
science textbook
pattern #3
social studies
textbook
ruler
globe
words for fruit
pattern #1
apple
apple
apple
pattern #2
apple
peach
pear
pattern #3
apple
raisin
watermelon
pattern #1
10
10
10
pattern #2
10
12
11
pattern #3
10
6,776
8,985,243
numbers
Ask students to comment on what they notice about the three rows of
school objects. Label each row with key words offered by students
(e.g., similar/identical; little or slight differences; big or many differences). Introduce the term “diverse” to refer to differences that are not
merely slight differences but that offer a variety of different options.
5
Draw the connection between the terms ‘diverse’ and ‘diversity’ and
add this label to the third row. Repeat this procedure for the other two
sets of patterns.
Look for diversity
in the classroom
➤
knowledge of
advantages of
diversity
Invite students to look around the classroom at a specific kind of
object (e.g., the chairs). Ask the following questions:
• Is there diversity or merely slight difference among the objects?
(e.g., the presence of stools, arm chairs, benches, plastic chairs,
wooden chairs would reflect a diversity of chairs, whereas minor
differences in colouring or size of otherwise similar chairs would
constitute a slight difference);
• What are the advantages of diversity? (e.g., having a variety of
chairs suits different purposes—chairs for reaching objects, to
move easily, for comfort—and serves different people’s needs
such as accommodating taller or shorter people).
Repeat this procedure with a few other objects in the classroom
(e.g., tables, writing utensils, clothing).
Explore diversity
in the community
➤
As a homework assignment, ask students to look for evidence in their
local community both of slight differences and of diversity. Suggest
that students select a topic or theme (e.g.,
homes, vehicles, people, trees, pets, stores,
individual talents, events in the newspaper)
Look
ing f
and look for three or four examples of mere
or div
ersit
y
difference and three or four examples of
diversity. Distribute a copy of Looking
for diversity (Blackline Master #5) for
students to record examples of their chosen topic and also to list the advantages of diversity. Students may describe in writing or draw and label
their examples. To help students
identify a theme, brainstorm approximately 10 to 20 possible topics as a class. Encourage the class
to select a diversity of themes
(not all the same theme). If you
want each student to pursue
more than one topic, distribute additional copies of
Blackline Master #5.
Nam
Exam
Exam
Adv
anta
•
ges
ples
e:
____
Them
ples
____
____
e: ____
of sl
igh
of d
ivers
it
of d
ivers
____
____
____
____
____
____
____
____
____
t dif
fere
____
____
____
____
nces
____
____
____
____
____
____
data chart
__
____
____
____
____
____
____
____
____
____
____
____
____
____
Black
____
____
____
____
____
____
____
line
____
Maste
r #5
__
y
ity
•
•
•
The
Reso
urce
fulnes
s of
the In
uit
98
The
6
Criti
cal Th
inking
Coop
erativ
e
Session Three
Share examples of
community diversity
➤
Arrange for students to share their examples of community difference
and diversity with three or four other students. Suggest that each
group select the student with the most diverse examples to share his/
her examples with the rest of the class. Discuss as a class the
advantages of this diversity. You may want to compile a list on the
board of all the benefits of diversity.
knowledge of
advantages of
diversity
Revisit
Inuit diversity
➤
Remind students of the Inuit practices discussed in Session One. Ask
students to compare these practices to parallel practices in their community. Are they slightly different or do they represent diversity?
Invite students to suggest possible advantages of having diverse cultures such as the Inuit (e.g., we can learn from them, they produce
beautiful things, different practices make the world a more interesting
place and allow for all people to feel at home). You might draw
attention to the use of kayaks and parkas in other cultures as examples
of the adoption of Inuit ideas. Mention perhaps the inclusion of Inuit
words in our language (e.g., igloo, kayak) and the popularity of Inuit
art (e.g., soap stone carvings, inuksuit).
Introduce the
“unique features”
project
➤
Suggest to the class that throughout this unit students should watch for
Inuit practices or behaviours that are especially interesting and different. Explain that when something is very different and of particular
criteria for
uniqueness
value or interest we often refer to it as ‘unique.’ For example, if
someone received a hand-knitted sweater with a design that was
especially created for the person, the sweater would be unique. Suggest that the purpose of this ongoing project will be to search for
unique aspects of Inuit culture. Each time the class learns about a
“unique” aspect of Inuit life, students will add this to a class list.
When six items have been listed, each student
will decide which one is the most unique. As
the unit progresses, documents recording
Uniq
uene
these decisions will be accumulated in the
ss of
the In
uit
following ways:
Nam
e:
____
Inuit
____
____
beh
____
____
avio
____
____
____
____
____
____
____
____
__
ur
Evid
ence
of d
Black
ivers
ity
Adv
• on a common classroom bulletin board;
anta
ges
and
poss
ible
line
Maste
ben
r #6
efits
• in a scrapbook compiled by each student.
Consider the six
Inuit practices
➤
To launch the “Uniqueness of the Inuit”
project, ask students to locate their
copy of Blackline Master #2 with the
six Inuit practices discussed during
Session One. Suggest that students
review each custom and its advantages/benefits. Organize students
into groups of four or five and
distribute one copy of Uniqueness of the Inuit (Blackline Master #6) to each group with the following instructions:
7
The
Reso
urce
fulnes
s of
the In
uit
99
The
Criti
cal Th
inking
Coop
erativ
e
• In the first column, list the six Inuit behaviours.
• In the second column, explain the ways in which each behaviour
represents diversity (i.e., is significantly different from common
practices in our community).
• In the third column, explain the advantages to the Inuit and
benefits to our community (e.g., very effective for their survival,
it is interesting to learn about, we could borrow a similar idea to
improve our society).
Present the first
critical question
➤
Nam
When each group has recorded the required
information on Blackline Master #6, arrange for groups to share some of their
ideas with the rest of the class. Then
distribute a copy of Most unique feature
(Blackline Master #7) to every student.
Present the first critical question:
Which of the six Inuit practices is
the most unique?
____
____
____
____
____
Evid
Students individually are to decide
which of the six options is the most
unique and to document their conclusions on Blackline Master #6
in the following manner:
e:
ence
of d
Adv
•
ivers
anta
ges
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Mos
t uniq
ue fe
ature
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Black
____
____
____
____
line
Maste
r #7
___
ity
to In
uit
•
•
•
• print the selected Inuit behaviour on the blank line at
the top of the page;
____
Poss
ible
ben
efits
to u
s
•
•
The
Reso
urce
fulnes
s of
the In
uit
100
• draw, copy or download a picture of the practice in the large box;
The
Criti
cal Th
inking
Coop
erativ
e
• summarize their reasons (i.e., evidence of diversity, advantages
to the Inuit and possible benefits to us) in the spaces below the
picture.
Students may want to record their evidence/reasons in class and
complete the drawing section at home. (If students cannot access an
actual picture in any of the assembled resources, suggest that they
imagine what it might look like.)
Session Four
Share decisions
about Inuit
uniqueness
➤
Organize students into groups according to the Inuit practice judged to
be the most unique. (If large numbers of students select the same
practice, subdivide these students into smaller groups.) Each group is
to create a composite list of its evidence of diversity and advantages,
and to present it to the rest of the class.
Arrange for
bulletin display
➤
When every group has explained its most unique feature to the rest of
the class, assign one student from each group to make a “final” copy of
Blackline Master #7 (or to create a version on coloured paper using the
Blackline Master as a template). Post the final copies on the “Unique-
8
ness of the Inuit” bulletin board. Each time new additions to the
bulletin board are selected, ask a different set of students to make the
display so that everyone has an opportunity to do this. You might
assign students alphabetically or by dealing a playing card to each
student (start with the ace of suit and work your way through this suit
and one or more other suits until each student has an assigned order).
In addition to the bulletin board, students should place their copy of
Blackline Master #7 into a scrapbook. You may want to assign for
homework the creation of a cover page for the “Uniqueness of the
Inuit” scrapbook.
Establish ongoing
procedure
➤
We suggest that additions to the collective bulletin board and the
individual scrapbook be made in the following manner. Use copies of
Blackline Master #6 to keep an ongoing list of potentially unique Inuit
practices. You may simply want to post a single list for the entire class
or ask students to keep their own copy. Perhaps just prior to the close
of each lesson, students could be asked to suggest possible additions to
the list based on what was learned that day. To avoid having too many
items, you might want to require that at least five students recommend
adding the practice to the list. When six items are on the list (or to
reduce the frequency of this activity, when twelve items [two lists]
have been recorded), ask students to select the most unique practice
repeating the procedure followed above:
• in groups of four or five, students complete Blackline Master #6,
listing the different practices and the advantages of each;
• individually, students complete Blackline Master #7 presenting
their choice and reasoning;
• students share their decisions with the rest of the class;
• all practices selected as most unique (by even one student) are
posted to the bulletin board and all personal selections are added
to the individual scrapbooks.
Introduce
respecting diversity
➤
Direct students to again think back to their first reactions to the six
Inuit practices. Invite students to re-read their initial reactions recorded on Blackline Master #2. Ask students to imagine that an Inuk
was present on that day. Pose the following questions to the class:
criteria for
respectful
response
• How would the person have felt listening to students’ reactions
to their practices?
• Which responses were respectful of the Inuit? What made these
responses respectful?
• Which responses were not respectful of the Inuit? What made
these responses disrespectful?
• In what other ways might a respectful person respond to these
“surprising” behaviours?
Use students’ answers to these questions to generate qualities of a
respectful response to diversity. You might want to consolidate their
ideas around four criteria:
• friendly: A respectful person acts kindly and is well-mannered.
9
• understanding: A respectful person tries to understand the
reasons for the difference and the positive aspects of the difference.
• sensible: A respectful person acts reasonably and would not do
something that is silly or excessive.
• sincere: A respectful person is honest and would not lie or act in
a phony manner (i.e., pretend to like what they do not understand).
As a playful reminder, suggest that the only time we should make a
FUSS (Friendly, Understanding, Sensible and Sincere) is when we are
respecting diversity. You may want to post these criteria on a “Respecting diversity” chart.
Revisit initial
responses to Inuit
Discuss personal
experiences
➤
Ask students to select one of their initial responses to the Inuit practices (Blackline Master #2) and to think of how they might respond in
a manner that was more friendly, understanding, sensible and sincere.
After sufficient time has elapsed, ask for several volunteers to report
their initial reaction, their revised response and an explanation of how
it meets the four criteria for respecting diversity.
➤
Invite students to discuss situations they have encountered in which
they were seen as different but were not treated respectfully. Ask
students to describe what happened and how they felt. Invite students
to suggest ways in which people might have responded in more
respectful ways.
Session Five
Introduce the
first scenario
➤
Distribute a copy of the first page of Responding respectfully (I)
(Blackline Master #8) to each student. Explain
that this sheet describes a situation involving
diversity (a boy is visiting a friend’s house
Resp
ondin
and is expected to eat food that is not appealg res
pect
fully
(I)
ing to the boy). After reading the story
aloud, ask students to think of three possible ways of acting in a respectful manner
in this situation. Alternatively, you might
choose to collectively generate possible
options and record them on the
chalkboard. Allow students time to select from this list the three options they
wish to evaluate. When each student
has recorded three options, ask them
to evaluate each option using the
posted criteria (i.e., friendly, understanding, sensible and sincere).
Remind students that the best option is one that best meets all four
criteria. Ask students to write a
few sentences explaining which of their opNam
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Dan
is
food at Pete’s
has a
h
very ouse for
unusu
dinn
er. P
If yo
al co
ete’s
Black
u we
lour
line
p
and
re D
Maste
does arents o
an, h
r #8
ffer
not sm
ow m
him
ell li
ight
a foo
Opti
ke a
you
on A
d
n
th
ythin
react
g tha at he ha
resp
s
t Da
ectfu
n ha not seen
lly?
s eate
b
n be efore. T
fore
Wha
he
.
t resp
ect
are
dem ful qua
li
onst
rate ties
Fr
d?
iend
ly
Opti
U
nders
on B
tand
ing
Se
nsible
Si
nce
re
Fr
iend
ly
U
nd
Opti
on C
Se
nsi
Si
nce
Fr
ien
I thin
The
Reso
urce
U
nd
k op
fulnes
s of
tion
the In
____
__ be
st m
eets
Se
nsi
the q
ualiti
es of
resp
ectin
Si
nce
g div
ersit
y be
ersta
ndin
g
ble
re
dly
ersta
ndin
g
ble
re
cause
uit
101
The
10
Criti
cal Th
inking
Coop
erativ
e
tions is the best one—that is, which response best meets the four
criteria for responding respectfully. Invite several students to share
their three options and then to indicate their selected option and why it
is the most respectful one.
Present the second
critical challenge
➤
Distribute the two other situations in Responding respectfully (II) (Blackline Master #9A-B)
and present the critical task:
Nam
➤
After students complete the critical task,
share some of their responses with the
class. Discuss orally as a class or ask
students individually to write a reflective paragraph on the most important
lessons students have learned about
reacting to people who are different. You might suggest a format
such
as
“I
used
to
think ______________________
but now I think
_________________________.”
Reso
____
____
____
____
____
____
____
____
____
____
____
____
__
Resp
ondin
g res
pect
fully
(II)
Opti
U
nders
on B
tand
ing
Se
nsible
Si
ncere
Fr
iend
Opti
U
nders
on C
ly
tand
ing
Se
nsible
Si
nce
re
Fr
iend
ly
I thin
The
____
A gro
up o
obvi
f chil
ou
d
are h sly stron ren are
g
avin
g tro er than working
Black
uble
the o
on m
line
with
th
Maste
some ers. A co ath prob
r #9A
le
of th
u
If y
e wo ple of st ms in a
rd pro
class
uden
how ou were
ro
ts
blem
om.
mig
in th
Opti
ht y one of th
s.
e
O
n
cl
on A
e
ou re
ass, w
act re e group
ho h child’s sk
ave le
,
il
spect
arnin l in math
fully
g dis
?
abilit is
ies,
Wha
t resp
ectfu
are
lq
dem
onst ualitie
s
rate
Fr
d
?
iend
ly
Decide on the most respectful response
to each of the two situations involving
diversity.
Debrief the
lessons learned
e:
urce
U
nd
k op
fulnes
tion
s of
____
the In
__ be
st m
eets
Se
nsi
the q
ualiti
es of
resp
ectin
Si
nce
g div
ersit
y be
ersta
ndin
g
ble
re
cause
uit
102
The
Evaluation
Assess reactions
to Inuit practices
➤
Criti
cal Th
inking
Coop
erativ
e
Assess students’ appreciation of the reasons
behind the Inuit practices as recorded in Believe it or not (Blackline Master #2) using
the rubric in Assessing reactions to the Inuit
(Blackline Master #10). According to this
rubric, the assignment is worth 10 marks
and is assessed on two criteria:
Nam
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Use th
marks e follow
for ev ing rubr
ic to
iden
assess
ce fa
lling
betw students
’
een
Reaso
the de ability to
Black
appr
script
line
pract ns for
eciate
Und
Maste
ors.
erdev
ice
the re
r #10
Coul
elop
ason
d
ed
s behi
reason not prov
nd th
ide th
e
prac s for an
In
ough
uit pr
y of
tice
actice
Com
the In tful
the tw s except
peten
s. Aw
Coul
uit
perh
o disc
Chan
d prov
ard in
t
aps fo
usse
ge in
reason
term
ide tw
d in
imp
edia
class. r
ress
te
Inuit s for each o credib
ion
1
The
le
pr
Wel
of th
re
l dev
in clas actices
show vised ov
Coul
not di e four
elop
s.
er
d
s
ed
scusse
of th no grea all impres
very provide
d
te
e
thre
thou
sion
e
gh
prac wisdom r apprec
ea
or
tful
ch of
3
The
m
tices.
iation
of In
re
the fo reason ore
uit
prac
s for
show vised ov
ur
tices
er
s
not di Inuit
appr some gr all impres
scusse
ea
ec
Com
sion
d in
men
but th iation of ter
class.
1
5
ts:
The
In
revise
obvi e insights uit prac
d ov
show
ous.
tice
tend
erall
s ve
to be s, ap
impr
prec ry clear
ession
prac iation fo
3
tices.
r Inui
t
• ability to see the rationale for the
practices;
Asse
ssing
react
ions
to
• evidence of increased appreciation
in their second overall impression.
The
the In
uit
TOTA
5
L
/ 10
Reso
urce
fulnes
s of
the In
uit
104
The
11
Criti
cal Th
inking
Coop
erativ
e
Nam
Assess recognition
of community
diversity
➤
Assess students’ ability to recognize diversity in
their community as recorded in Looking for
diversity (Blackline Master #5) using the rubric in Assessing community diversity
(Blackline Master #11). According to this
rubric, the assignment is worth 15 marks
and is assessed on three criteria:
• clear evidence of slight differences in
the community;
____
____
____
____
____
____
____
____
____
____
____
____
__
Asse
ssing
comm
unity
dive
rsity
Use th
marks e follow
for ev ing rubr
ic to
iden
assess
ce fa
lling
betw students
’
een
Black
Evid
the de recognit
line
en
ion of
script
Maste
sligh ce of
Und
differ
ors.
r #11
erdev
t
ence
The
diffe
elop
and
ex
rence
dive
ed
the id amples
rsity
do no
in th
entifi
eir co
t rela
are al
ed th
mmun
te to
l the
em
C
o
e
very
mpet
sa
or th
ity. A
Prov
differ me or
ey
ent
ward
id
Evid
all
ent.
en
interm
that es four re
se
diver ce of
le
edia
differ em to re vant ex
te
sity
1
The
am
fl
ence
Wel
ex
exam
s betw ect minor ples Pr
l dev
the id amples
ple.
ovid
elop
een
do no
entifi
es
ed
ea
fo
ch
that
t rela
are al
ed th
are es ur releva
te to
l the
em
nt
e or
the m
slight
pecial
same
Prov
3
inor
ly di
ly clea examples
or on they
Adva
id
es
ff
ea
di
eren
ly
four
ff
ch ex
r
n
that
t.
rele
ampl erences about
diver tages o
se
betw
e.
f
signif em to re vant ex
sity
1
Prov
een
ampl
fl
ic
id
es Pr
each ant diff ect
5
adva es at mos
er
exam
ovid
ntag
ple. ences be
e of t one
that es four re
twee
dive
are es
levant
n th
rsity.
peci
e sign
ex
Prov
3
ides
ifican ally clea amples
Com
be
tw
twee
r abou
men
adva
t diff
1
ts:
n ea
ntag o plausi
t
ch ex erences
bl
es of
ampl
dive e
e.
rsity.
Prov
5
id
plau es four or
3
sible
m
or
adva
dive
rsity.
ntag e
Nam
es of
e: __
__
____
____
____
____
____
____
____
____
____
TOTA
____
____
____
5
L
__
Asse
ssing
Inuit
uniq
uene
ss
• plausible advantages of diversity.
➤
____
/ 15
Use
th
interm e follow
in
edia
te m g rubric
arks
for ev to assess
iden
ce fa students
Black
lling
’
Evid
line
betw explanat
en
Maste
een
diver ce of
Und
the de ions of
r #12
erdev
sity
the
Does
script
elop
uniq
not ex
ors.
ed
uene
Inuit
plain
ss of
be
how
th
differ haviou
ei
the
r ch
r is
ent fr
osen
Com
local
om pr significan
Inuit
peten
Iden
com
actice
tl
tifi
prac
t
mun
tice.
s in th y
ways es one
ity.
Adva
or tw
Awar
e
in w
ntag
o ob
hich
beha
d
the
viou
th
vi
Wel
Inuit es to
s
l dev
differ our is si e Inuit
1
Show
Iden
gnif
elop
ent fr
tifies
s no
ed
om lo icantly
any
ev
th
(s
ome
ree or
cal pr
wisdo idence
obvi
fo
actice
of se
m fr
pers
su
ur
ou
btle
ways
s, ot
om an
pe
eing
s.
prac ctive of
beha ) in which hers m
3
Show
tice.
or
the cu Inuit
vi
s
differ our is si the Inuit e
ltural
some evidence
gnif
ent fr
Ben
merit
of
efits
om lo icantly
pers
from seeing
to u
cal pr
pe
an In
s
actice
prac ctive of
ui
1
5
Show
Show
t
tice.
the cu
s.
s
s very
ltural
how no evid
ap
clear
prec
en
w
cultur e benefi ce of se
an In iating th evidence
eing
t
ui
e
al di
versit from Inui
cultur t perspe wisdom of
3
Show
ct
y.
t
fr
al pr
s
actice ive of th om
bene evidence
e
.
Com
fi
men
cultur t to us fr of seeing
The
1
ts:
om In
al di
some
Reso
versit
urce
uit
5
Show
fulnes
y.
s
s of
the In
appr very clea
ec
uit
r
us fr iating th evidence
3
om In
e
dive
uit cu benefits of
rsity.
ltural
to
• clear evidence of diversity in the community;
Assess Inuit
uniqueness
e:
Assess students’ explanations of the
uniqueness of their chosen Inuit
practice as recorded in Uniqueness
of the Inuit (Blackline Master #7)
using the rubric in Assessing Inuit
uniqueness (Blackline Master #12).
According to this rubric, the assignment is worth 15 marks and is assessed on three criteria:
105
TOTA
The
Criti
cal Th
inking
5
L
/ 15
Coop
erativ
e
• clear evidence of diversity;
• appreciation of the wisdom of
the Inuit practice;
The
Reso
urce
fulnes
s of
the In
uit
106
• appreciation of the benefits to us.
Assess respectful
responses
➤
The
Assess students’ analysis of respectful responses to diversity as recorded in Responding respectfully (II) (Blackline Master #9)
using the rubric in Assessing respectful
responses (Blackline Master #13.) According to this rubric, the assignment is
worth 15 marks and is assessed on three
criteria:
Nam
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
Criti
cal Th
inking
Coop
erativ
e
__
Asse
ssing
respe
ctful
respo
nses
Use th
interm e follow
ing
edia
te m rubric to
arks
for ev assess st
ud
iden
ce fa ents’ an
Black
al
lling
Poss
line
betw ysis of re
ib
Maste
een
sp
opti le
Und
the de ectful re
ons
r #13
erdev
In ne
spon
script
elop
it
ses to
ors.
ed
situat her of th
the tw
e
io
o situ
option ns are th two
at
io
ree cl
s iden
ns in
Com
are,
volvin
peten
In bo
the op tified or ear
g dive
th
t
not re
, if th
ti
rsity.
option situatio
ey
spec ons are
Qual
Awar
ns th
s are
obvi
tful.
it
one
ree cl
d
ously
each ies of
or tw identifi
Wel
ear
ed
opti
l dev
o
may
1
Show
In bo
on
not be options , althou
elop
th si
s no
gh
in ea
ed
resp
tuat
reco
evid
obvi
ectful particul
ch ca
io
gniz
ence
ou
ns
arly
se ar
.
sl
in
of
and
e iden y respec three clea
do no g when op
tful
tified
for re
t
option r
ti
3
Show
.
spec satisfy th ons do
s
s
ting
occa generally
dive e criteria
sional
rsity.
evid
ly in good, bu
Just
en
co
t
if
option ce of re nsistent
5
Show
sele ication
co
,
gn
s
fo
cted
izing
s
the cr do and
1
opti r In ne
cons very clea
whe
do
iteria
on
istent
it
r and
dive
for re not sati n
option her situat
reco
rsity.
sfy
spec
gniz evidence
ting
ing w
the ch selected ion is a be
of
and
he
do
or, if
st
the m oices are
for re not sati n option
they
3
In bo
sfy th
s do
obvi
ost re
sp
ar
ec
e,
th
ously
ting
spec
situ
best
dive e criteria
not
tful
Com
option ations a
rsity.
op
tions.
men
expl
is sele reason
1
ts:
anat
ab
ct
ions
le
vagu
5
are so ed, but th
In bo
e or
th si
mew
supe
e
tuat
reason
rficia
hat
ions
l.
select able best a very
3
ed an
option
are cl
d
ear an the expl is
anat
d thou
ions
ghtf
ul.
5
• identification of multiple respectful options;
• assessment of the merits of each
option;
TOTA
L
/ 15
• justification for the selected
best option.
The
Reso
urce
fulnes
s of
the In
uit
107
The
12
Criti
cal Th
inking
Coop
erativ
e
Extension
Mount an ad
campaign
➤
Encourage students to share with others in the school or community
what they have learned about the importance of respecting diversity.
Propose that students mount an advertising campaign to help others
learn to respond respectfully to people who are different. As a class,
brainstorm ways in which this could be carried out (e.g., posters,
school announcements, letters or pictures in the community newspaper, skits to perform for other classes). Direct students to select a
medium and prepare their contribution to the campaign. Encourage
students to make tapes (audio or video) of any school broadcasts.
References
Miner, H. (1956). Body rituals of the Nacirema. American Anthropologist, 59(3), 503-507.
13
Name:
Blackline Master #1A
______________________________________________________
Inuit picture resources
Kusugak, Michael A. (1998). Arctic stories.
Toronto: Annick Press. (p. 33)
Osborn, Kevin. (1990). The Peoples of the
Arctic. New York: Chelsea House. (pp. 57-64)
Smith, J.H. Greg. (1987). Eskimos: The Inuit of
the Arctic. Vero Beach, FL: Rourke. (pp. 2,
26-27)
Sterling, Sharon. (2000). Our beginnings. Don
Mills, ON: Oxford University Press. (p. 63)
Lifestyle (past)
Arctic Circle, http://arcticcircle.uconn.edu/
History Culture/
Ekoomiak, Norman. (1998). Arctic memories.
Toronto: NC Press. (p. 15)
Hahn, Elizabeth. (1990). The Inuit. Vero Beach,
FL: Rourke. (p. 9)
“Inuit games,” part of the Living traditions:
Museums honour the North American
Indigenous Games, Virtual Museum of
Canada: http://www.virtualmuseum.ca/
Exhibitions/Traditions/English/
inuit_games.html
Shemie, Bonnie. (1989). Houses of snow, skin
and bone. Montreal: Tundra. (pp. 16-17)
Technology (past)
Ekoomiak, Norman. (1998). Arctic memories.
Toronto: NC Press. (p. 7, 11)
and bone. Montreal: Tundra. (pp. 3,10-11, 14,
18)
Siska, Heather Smith. (1980). People of the Ice.
Vancouver, BC: Douglas & McIntyre.
Lifestyle (present)
Alexander, Bryan & Alexander, Cherry. (1985).
An Eskimo family. Minneapolis: Lerner. (pp.
4, 5, 20, 21, 23)
Threatened cultures: Inuit. Austin, TX:
Raintree Steck-Vaughn. (pp. 5, 10, 11, 12, 14,
17, 22, 23, 25, 26, 27, 29, 31, 39)
History Culture/
Arctic hunters. (1987). London: British Museum.
(pp. 1, 9, 10, 11, 19-23, 25, 26-31)
Gunn, Angus, ed. (1971). Eskimo family today.
Toronto: Encyclopaedia Britannica. (pp. 7, 9,
12-13, 14, 15, 16)
Hancock, Lyn. (1997). Nunavut. Markham, ON:
Fitzhenry & Whiteside. (pp. 2, 12, 21, 50, 5355, 57-63)
Hoyt-Goldsmith, Diane. (1992). Arctic hunter.
New York: Holiday House. (pp. 7, 9, 11, 17,
19, 21, 22, 23, 24-28)
Hughes, Jill. (1984). Eskimos. New York:
Gloucester Press. (pp. 30-31)
Kusugak, Michael A. (1993). Northern lights:
The soccer trails. Toronto: Annick Press. (pp.
8, 12, 16)
Technology (present)
Kusugak, Michael A. (1998). Arctic stories.
Toronto: Annick Press. (p. 39)
Steltzer, Ulli. (1982). Inuit: The North in
transition. Vancouver, BC: Douglas &
McIntyre. (p. 168)
Sterling, Sharon. (2000). Our beginnings Don
Wallace, Mary. (1999). The Inukshuk book.
Toronto: Greey de Pencier. (pp. 23, 25)
Shelter (past)
and bone. Montreal: Tundra. (pp. 6-9, 12-13,
19-23)
Shelter (present)
“Inuit today” part of Inuit of Canada, Inuit
Tapiriit Kanatami: http://www.itk.ca/english/
inuit_canada/today/index.htm
and bone. Montreal: Tundra. (p. 24)
Steltzer, Ulli. (1981). Building an igloo.
Toronto: Douglas & McIntyre.
92
Name:
Blackline Master #1B
______________________________________________________
McIntyre. (p. 10)
Environment (present)
An Eskimo family. Minneapolis: Lerner
Publications. (p. 11)
Hancock, Lyn. (1995). Nunavut. Markham, ON:
Fitzhenry & Whiteside. (pp. 12,16-19, 44)
Kusugak, Michael A. (1993). Northern lights:
The soccer trails. Toronto: Annick Press. (p.
14)
Siska, Heather Smith. (1980). People of the ice.
Vancouver, BC: Douglas & McIntyre. (cover)
Siska, Heather Smith. (1984). The Haida and the
Inuit: People of the seasons. Vancouver, BC:
Douglas & McIntyre. (pp. 96, 136, 148)
Toronto: Greey de Pencier. (pp. 11, 12, 13,
16-17, 20)
Transportation (past)
“Dog team,” part of the Canadian Arctic
profiles. http://collections.ic.gc.ca/arctic/inuit/
dogteam2.htm
Eskimo life of yesterday. (1979). Saanichton,
BC: Hancock House. (pp. 42, 43)
Gloucester Press. (pp. 14-15, 18)
“Kayak,” part of Wave eaters: Native watercraft
in Canada, Canadian Museum of Civilization
http://www.civilization.ca/aborig/watercraft/
wak01eng.html
“Snow travel in Ancient Canada,” part of the
history section of Oracle: A journey through
Canadian history and culture, Canadian
Museum of Civilization: http://
www.civilization.ca/educat/oracle/modules/
iandyck/page01_e.html
“The canoe and kayak,” part of the Living
traditions: Museums honour the North
American Indigenous Games, Virtual Museum
of Canada: http://www.virtualmuseum.ca/
Exhibitions/Traditions/English/
north_america_canoe_racing.html
“Umiak,” part of Wave eaters: Native
watercraft in Canada, Canadian Museum of
Civilization http://www.civilization.ca/aborig/
watercraft/wau01eng.html
Clothing (past)
Siska, Heather Smith. (1980). People of the ice.
Vancouver, BC: Douglas & McIntyre. (p. 24)
Mills, ON: Oxford University Press. (pp. 54,
55)
Toronto: Greey de Pencier Books. (pp. 13, 1021, 25, 27, 28-29, 31, 44-45)
Clothing (present)
Toronto: Encyclopaedia Britannica
Publications. (pp. 18-19, 27)
McIntyre. (p. 65 and throughout the book)
Toronto: Greey de Pencier. (pp. 23, 32, 56-57)
Transportation (present)
An Eskimo family. Minneapolis: Lerner. (p. 3)
Arctic hunters. (1987). London: British Museum.
(pp. 1, 4, 9, 10, 11, 13, 15)
the Arctic. Vero Beach, FL: Rourke. (p. 2)
Toronto: Greey de Pencier. (pp. 56-57)
Food (past)
Gloucester Press. (pp. 8-9, 20, 22-23, 24-25)
Power, Ann Harvey. (1971). Eskimos of Canada.
Don Mills, ON: Collier Macmillan. (p. 8)
the Arctic. Vero Beach, FL: Rourke. (pp. 11,
15)
Environment (past)
Power, Ann Harvey. (1971). Eskimos of Canada.
Don Mills, ON: Collier Macmillan. (p. 29)
93
Name:
Blackline Master #1C
______________________________________________________
Toronto: Greey de Pencier. (pp. 36-37, 44-45)
Jenness, Aylette & Rivers, Alice. (1989). In two
worlds: A Yup’ik Eskimo family. Boston:
Houghton Mifflin.
Morrison, David and Germain. Inuit glimpses of
an Arctic past. Hull: Canadian Museum of
Civilization (ISBN 0-660-14038-1).
Northwest Territories Department of Education,
Culture and Employment.
http://www.ece.gov.nt.ca Click on “Site Map”
and under the Kindergarten to Grade 12 heading find “Culture Based Education.” Click on
“Inuit—Inuuqatigiit: the Curriculum from the
Inuit Perspective.” This is a document prepared
by Inuit to teach about traditional beliefs and
practices. The two key links are:
Relationship to People: This link contains information and comments by Inuit about traditional beliefs about family, elders, names and
individual responsibilities as well as various
traditions related to sewing, medicine, laws,
chanting, drumming and games.
Relationship to the Environment: This link contains information and comments by Inuit about
the land, water, ice, sky and weather and on a
range of northern animals, birds, plants and
insects.
Nunatsiaq News: http://www.nunatsiaq.com/
Nunavut Planning Committee: http://
npc.nunavut.ca
Prince of Wales Northern Heritage Centre,
photographic database.
http://pwnhc/databases/photodb.htm
Reynolds, Jan. (1993). Frozen land: Vanishing
cultures. San Diego: Harcourt Brace.
Shaw-MacKinnon, Margaret. (1996). Toronto:
Stoddart.
the Arctic. Vero Beach, FL: Rourke.
Tippet, Maria. (1994). Between two cultures: A
photographer among the Inuit. Toronto:
Viking.
Yue, Charlotte & Yue, David. (1988). The igloo.
Boston: Houghton Mifflin.
Toronto: Greey de Pencier.
Food (present)
(1987). Arctic hunters. London: British
Museum. (pp. 6, 7, 9, 11)
Toronto: Encyclopaedia Britannica. (pp. 20,
22-23, 24)
Hoyt-Goldsmith, Diane. (1992). Arctic hunter.
New York: Holiday House. (pp. 12-15, 26)
McIntyre. (pp. 91, 96, 193)
Toronto: Greey de Pencier. (p. 25)
General resources
What do we know about the Inuit? New York:
Peter Bedrick.
History Culture/
Calef, George. Caribou and the barren-lands.
Ottawa: Canadian Arctic Resources
Committee (ISBN 0-919996-20-5).
“Canadian Inuit history,” part of history section
of Oracle: A journey through Canadian
history and culture, Canadian Museum of
Civilization: http://www.civilization.ca/
educat/oracle/modules/dmorrison/
page01_e.html
Ekoomiak, Norman. (1980). Arctic childhood.
Oakville, ON: Chimo.
Hahn, Elizabeth. (1990). The Inuit. Vero Beach,
FL: Rourke.
Harrington, Richard. The Inuit life as it was.
Edmonton: Hurtig Publishers (ISBN 0088830-205-3 [bound] or 0-88830-209-6
[paperback]).
Harris, Pamela. (1976). Another way of being.
Toronto: Impressions.
Inuit Art Quarterly published by the Inuit Art
Foundation: http://www.inuitart.org/
Inuktitut: Cultural magazine of the Inuit (ISSN
0705-85277)
94
Name:
Blackline Master #2
______________________________________________________
Believe it or not
Their behaviour
Your reaction
Possible reasons or benefits
They lived in snowhouses
during the winter.
They play soccer at midnight.
At one time, their babies wore
moss as diapers.
In the past they softened
animal skin by chewing it.
They sometimes made sleds
out of frozen fish.
They made sails for their boats
from animal intestines (a tube
where food passes after
leaving the stomach).
What is your first impression of how these people lived?
After hearing more, has your overall impression changed?
95
Name:
Blackline Master #3
______________________________________________________
Arctic Circle
Map of Canadian North
96
Name:
Blackline Master #4
______________________________________________________
The Snaidanac
Their behaviour
Your reaction
Possible reasons or benefits
They spend a long time alone
in a small room each morning
and night.
Their special room has a box
or chest built into the wall
and people stare and make
faces at the front of the box.
The chest contains important
charms and magical potions
that these people get from
special medicine people.
The medicine people write
the contents of the magical
charms in a secret language
that almost no one
understands.
Beneath the chest is a small
font or basin that people spit
into.
Two or more times each day,
they put into their mouth a
stick with a bundle of short
hairs on the end of it.
If they do not put the stick in
their mouth often enough
they must go to a special
medicine person who puts
metal in their teeth.
Overall, what is your impression of these people?
97
Name:
Blackline Master #5
______________________________________________________
Looking for diversity
Theme: ______________________________________________________________________________________________________________________________
Examples of slight differences
Examples of diversity
Advantages of diversity
•
•
•
•
98
Name:
Blackline Master #6
______________________________________________________
Uniqueness of the Inuit
Inuit behaviour
Evidence of diversity
99
Advantages and possible benefits
Name:
Blackline Master #7
______________________________________________________
Most unique feature
___________________________________________________________________________________________________
Evidence of diversity
Advantages to Inuit
Possible benefits to us
•
•
•
•
•
•
100
Name:
Blackline Master #8
______________________________________________________
Responding respectfully (I)
Dan is at Pete’s house for dinner. Pete’s parents offer him a food that he has not seen before. The
food has a very unusual colour and does not smell like anything that Dan has eaten before.
If you were Dan, how might you react respectfully?
What respectful qualities
are demonstrated?
Friendly
Option A
Understanding
Sensible
Sincere
Friendly
Option B
Understanding
Sensible
Sincere
Friendly
Option C
Understanding
Sensible
Sincere
I think option ______ best meets the qualities of respecting diversity because
101
Name:
Blackline Master #9A
______________________________________________________
Responding respectfully (II)
A group of children are working on math problems in a classroom. One child’s skill in math is
obviously stronger than the others. A couple of students in the class, who have learning disabilities,
are having trouble with some of the word problems.
If you were one of the group,
how might you react respectfully?
are demonstrated?
Friendly
Option A
Understanding
Sensible
Sincere
Friendly
Option B
Understanding
Sensible
Sincere
Friendly
Option C
Understanding
Sensible
Sincere
102
Name:
Blackline Master #9B
______________________________________________________
Responding respectfully (II)
It is multicultural day at the school and students are encouraged to wear the clothing of their culture.
One student, Susie, shows up with a very unusual outfit and others in the class tease her.
If you were one of the group,
how might you react respectfully?
are demonstrated?
Friendly
Option A
Understanding
Sensible
Sincere
Friendly
Option B
Understanding
Sensible
Sincere
Friendly
Option C
Understanding
Sensible
Sincere
103
Name:
Blackline Master #10
______________________________________________________
Assessing reactions to the Inuit
Use the following rubric to assess students’ ability to appreciate the reasons behind the Inuit practices. Award intermediate
marks for evidence falling between the descriptors.
Underdeveloped
Competent
Well developed
Reasons for
practice
Could not provide thoughtful
reasons for any of the Inuit
practices except perhaps for
the two discussed in class.
1
Could provide two credible
reasons for each of the four
Inuit practices not discussed
in class.
3
Could provide three or more
very thoughtful reasons for
each of the four Inuit
practices not discussed in class.
5
Change in
impression
The revised overall impression
shows no greater appreciation
of the wisdom of Inuit
practices.
shows some greater
appreciation of Inuit practices,
but the insights tend to be
obvious.
3
shows very clear
appreciation for Inuit
practices.
1
5
TOTAL
/ 10
Comments:
104
Name:
______________________________________________________
Assessing community diversity
Use the following rubric to assess students’ recognition of difference and diversity in their community. Award intermediate
marks for evidence falling between the descriptors.
Underdeveloped
Competent
Well developed
Evidence of
slight
difference
The examples do not relate to
the identified theme or they
are all the same or all
very different.
1
Provides four relevant examples
that seem to reflect minor
differences between each
example.
3
that are especially clear about
the minor differences between
each example.
5
Evidence of
diversity
The examples do not relate to
the identified theme or they
are all the same or only
slightly different.
1
that seem to reflect
significant differences between
each example.
3
that are especially clear about
the significant differences
between each example.
5
Advantages of
diversity
Provides at most one
advantage of diversity.
Provides two plausible
advantages of diversity.
Provides four or more
plausible advantages of
diversity.
5
1
3
TOTAL
/ 15
Comments:
105
Name:
______________________________________________________
Assessing Inuit uniqueness
Use the following rubric to assess students’ explanations of the uniqueness of their chosen Inuit practice.
intermediate marks for evidence falling between the descriptors.
Underdeveloped
Evidence of
diversity
Does not explain how the
Inuit behaviour is significantly
different from practices in the
local community.
Competent
Identifies one or two obvious
ways in which the Inuit
behaviour is significantly
different from local practices.
1
Advantages to
the Inuit
Shows no evidence of seeing
any wisdom from an Inuit
perspective of the cultural
practice.
3
Shows evidence of seeing
some merit from an Inuit
perspective of the cultural
practice.
1
Benefits to us
Shows no evidence of seeing
how we benefit from Inuit
cultural diversity.
Well developed
Identifies three or four ways
(some obvious, others more
subtle) in which the Inuit
behaviour is significantly
different from local practices.
5
Shows very clear evidence of
appreciating the wisdom from
an Inuit perspective of the
cultural practice.
3
Shows evidence of seeing some
benefit to us from Inuit
cultural diversity.
1
3
Award
5
Shows very clear evidence of
appreciating the benefits to
us from Inuit cultural
diversity.
5
TOTAL
/ 15
Comments:
106
Name:
______________________________________________________
Assessing respectful responses
Use the following rubric to assess students’ analysis of respectful responses to the two situations involving diversity. Award
intermediate marks for evidence falling between the descriptors.
Underdeveloped
Competent
Well developed
Possible
options
In neither of the two
situations are three clear
options identified or, if they
are, the options are obviously
not respectful.
1
In both situations three clear
In both situations three clear
options are identified, although obviously respectful options
one or two options in each case are identified.
may not be particularly
respectful.
3
5
Qualities of
each option
Shows no evidence of
recognizing when options do
and do not satisfy the criteria
for respecting diversity.
Shows generally good, but
occasionally inconsistent,
evidence of recognizing when
options do and do not satisfy
the criteria for respecting
diversity.
3
Shows very clear and
consistent evidence of
recognizing when options do
and do not satisfy the criteria
for respecting diversity.
In both situations a reasonable
best option is selected, but the
explanations are somewhat
vague or superficial.
3
In both situations a very
reasonable best option is
selected and the explanations
are clear and thoughtful.
5
1
Justification for In neither situation is a best
selected option option selected or, if they are,
the choices are obviously not
the most respectful options.
1
5
TOTAL
/ 15
Comments:
107

Respect for diversity - The Critical Thinking Consortium

Transcription

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