INUIT Myths and Legend s

Grade 3/4
INUIT Myths and Legends
INUIT
This sub-unit on Inuit myths and legends
introduces students of grade 3 and 4 to Inuit
philosophy, beliefs and their ways of knowing.
The students not only develop an understanding
of elements of mythical stories, but also
develop an appreciation for the educational
value woven in the age old tales that have been
passed on orally over many generations.
Vandy Advani
Teacher Candidate
CITE Cohort
UBC, 2013-14
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Introduction
Grades 3 and 4 are the introductory years to aboriginal studies in a Canadian student’s
curriculum. The periphery of “community” expands from family (in grade 1) to Canada (in grade
2) and it is in grade 3 and 4 when students learn for the first time the life and culture of First
Nations people of Canada. The Hamilton classroom in which I had the opportunity to teach
three lessons was in the middle of an Inuit unit. While the classroom teacher planned the unit
and introduced language, culture and clothing, my task was to introduce students to the myths
and legends of Inuit culture. The stories I chose for the unit were not only mythical, but also
had a real world connection due to their message or moral. Sustainability and respect for
nature was the common theme in the stories I picked for this unit. My goal was not only to
introduce stories from the past, but also to help students develop an appreciation for stories
that have stood the test of time, to see wisdom in words outside their textbook, to recognize
the many ways of knowing. At the end of the unit, students made connections between past
and present through the lens of the stories. The sub-theme of mythical tales ended with
students writing a mythical story for their future generations.
Talmey Elementary School
(Grade 1/2)
As a student teacher doing her practicum in a combined classroom of grade 1 and 2, I have
been asked to create a unit on animal life cycle. There are 24 students in my class, out of which
ten are in grade two. The number of boys and girls are fairly proportionate. The neighborhood
where I teach is a working class and predominantly Chinese. The rest are Caucasians with
European ancestry. We are also fortunate to have in our class a First Nations student who has a
Metis dad and [Stolo?] mom. While most students are fluent at speaking English, a few of them
need support in reading, writing and comprehension. Six out of 24 students belong to the ELL
group and have language learning sessions with the resource teacher twice a week. One of the
challenges in my classroom is the wide range of skills and abilities among the students. There
are some who are a few grade levels above their age, and there are those who are catching up
to their grade level set in the IRPs. Irrespective of the subject being taught, a handful of
students constantly require one-one-one support either with the teacher, education assistant
or resource teacher. Although, three out of the six students have made visible progress, they
beg for assistance, which in my opinion makes them a classic case of learned helplessness. As a
student teacher, my challenge is to create a plan that would inspire and engage students who
have shown extra ordinary competency in reading, writing, counting and thinking critically. At
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
the same time, I would have to keep the plan simple enough so as not to overwhelm the rest of
the class. Furthermore, because a number of students lack home support for reasons such as
parents working in double shift, language barrier etc, I have the dual responsibility of
introducing a concept or scientific method, sustain their interest in the topic and keep them
engaged. The students will learn most of the content in class at school. There will be minimal
home assignment or project w.r.t. the unit. I believe that behavior and classroom management
becomes challenging when lessons get boring. With inquiry and hands-on approach, I hope to
create a unit that inspires and engages the curious young minds of my students.
Rationale:
Students living in Canada ought to know the past and present of the land they call their “home”. It is in
grade 3 that students are introduced to the culture, tradition, language, and stories of First Nations
people. The curriculum guidelines expect students to learn about aboriginal cultures and how their
stories “are closely aligned with the natural environment.” It is through exploring their legendary
stories can one recognize the “natural elements represented in stories and beliefs, use of materials for
art, ceremonies and rituals related to resources.”
Furthermore, through this sub-unit, students of grade 3 and 4 will be introduced to Inuit
philosophy, beliefs and their ways of knowing. Stories are the core of a culture’s belief system.
Mythical stories offer a lens that allows one to see things through the perspective of the past
generations of that culture. A broader goal of this unit is that students begin to appreciate the
aboriginal ways of knowing. Effort has been made to connect the message embedded in the carefully
chosen Inuit mythical stories to the real world. By exploring the broader implications woven in the age
old tales, students will not only identify the elements of mythical stories, but also develop an
appreciation for the educational value woven in the age old tales that have been passed on orally over
the past generations.
Inunnguiniq is the Inuit equivalent of “it takes a village to raise a child.” A key focus within
inunnguiniq is the need to teach what Inuit refer to as deep thinking skills. Inuit often refer to the main
difference between pedagogies; while mainstream education focuses on instructing the brain and
thinking on paper, Inuit believe that thoughts actually originate in the ‘heart’ (or are generated by
emotion) and that real learning only develops through doing and experiencing. “A central idea of Inuit
education is to cause (or cause to increase) thought: isummaksaiyuq” (Briggs, 1998)
Lastly, by spending time exploring the culture of Inuit people through the stories they have
grown up with, one gets a deeper sense of their guiding philosophies. The lesson ideas bring depth and
richness as we move away from getting a tourist snapshot of the Inuit. I borrow author Devdutt
Pattnaik’s words who correlates myth with belief in the following equation:
Myth = Belief = Subjective Truth
= Cultural Assumptions
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
The Seeds of Wisdom are sown in the
soil of Myths
Culture
Belief
Myth
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Goals –
The broad goals for this unit are that students –
 Appreciate the educational goals of myths and legends.
 Acknowledge that there are many ways of knowing.
 Understand that knowledge can exist outside of textbooks and printed materials. Elders, the
carriers of legendary tales are living and breathing knowledge capsules in our society.
 Reflect on their opinion about mythical tales.
Objectives –
By the end of the unit, students will be able to –



Retell an entire Inuit mythical tale or a part of it using words and/or movement.
Identify the essential elements of mythical stories – message, supernatural characters,
elaborative setting.
Write their own mythical story that has a message, supernatural characters and
descriptive setting.
Understand the
many ways of
knowing
Appreciate the
hidden value in
myths and
legends
Identify
Elements of
mythical tales
Familiarize
with
mythical
stories
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
General Lesson Overview:
The unit on mythical tales includes three essential lessons that address the objectives of the unit.
However, lessons can be extended to drive the broad goals/ideas home. An example of an extended
lesson would be to have students vote if they would stack mythical stories under “fiction” or “nonfiction” category at their library.
Listen
• Students listen to Sedna story
• Demonstrate understandig by body sculpting
Infer
• Solve story puzzle by reading and infering
• Identify elements of mythical tales
Write
• Identify a "problematic" situation
• Write a story that embodies a message
Integration in Action
Drama
Social
Studies
- Inuits
Visual
Arts
Language
Arts
As the lessons in this sib-unit unfold, integration
becomes visible. Drama, language arts and visual arts
weave into the lessons allowing students to express
their learning in a multitude of ways. In lesson one,
students listen to an oral retelling of the Sedna story
and express their understanding by body sculpting
their favourite scene. In the next lesson, students use
their inference skills (as readers) to put an untold
mythical story together. This exercise puts their
reader’s skills to test. The last lesson calls upon their
writing and drawing skills where they spin their own
tales and illustrate it as well.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
The Plan
Come
listen
to a story
Infer
Write
your own
Story
Story
Puzzle
PLOsSocial Studies Curriculum E3 - give examples of how Aboriginal cultures are closely aligned with the natural environment
(e.g., natural elements represented in stories and beliefs, use of materials for art, ceremonies
and rituals related to resources)
A5 - Prepare a presentation using selected communication forms (e.g., debate, diorama,
multimedia Presentation, dance) to support the purpose of the presentation
A5 - Organize information to plan their presentation
A7 - Formulate a response to a relevant classroom, school, or community problem or issue
C1 – Provide examples of common themes in Aboriginal drama forms (eg; creation stories,
trickster stories, historical accounts)
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Language Arts Curriculum
C1 - Create a variety of clear personal writing and representations that express connections to
personal experiences, ideas, and opinions featuring ideas supported by related details and an
organization that is meaningful and logical.
Drama
B2 - use movement and their bodies to convey intended ideas or feelings.
A2 - demonstrate collaboration skills in drama explorations. Students will work in pairs to
communicate their ideas.
D1 – Demonstrate appropriate preparations for presentations
Resource Guide:
Bania, Michael. (2004). Kumak’s Fish: A Tall Tale from the Far North*. Portland, Ore.: Alaska Northwest
Books.
Daimais, Anne-Marie. (1984). Animal World: The Seal. Mahwah, New Jersey: Watermill Press.
Falconer, Shelley. (2007). Stones, bones and stitches: Storytelling through Inuit Art*. Toronto : Tundra
Books.
Gear, Adrienne. (2011). Writing Power: Engaging Thinking Through Writing. Markham, Ont.: Pembroke
Publishers.
Ipellie, Alootook. (2007).The Inuit thought of it: Amazing Arctic Innovations*. Toronto: Annick Press
Jordan, Wendy. (1979). By the Light of the Qulliq: Eskimo Life in the Canadian Arctic*. Baltimore,
Maryland: Smithsonian Inst.
Lee, Richard Vaughan. (2000). The Eagle Boy: A Pacific NorthWest Native Tale*. Seattle, Washington:
Sasquatch Books.
Martin, Rafe. (1993). The Boy Who Lived With the Seals*. New York: Putnam and Grosset.
Qitsaualik, Rachel A. (2011). The Shadows that Rush Past: A Collection of Frightening Inuit Folktales*.
ShenZhen, China: Inhabit Media Inc.
Qitsaualik, Rachel A. (2008).Qanug pinngurirmata = Inuit stories of how things came to be. Iqaluit,
Nunavut : Inhabit Media.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Rivera, Raquel. (2007). Arctic Adventures : Tales from the lives of Inuit Artists. Toronto : Groundwood
Books/House of Anansi Press.
VanCamp, Richard. (1997). A Man Called Raven*. San Francisco, California: Children’s Book Press.
Books: (*denotes Reference
Critique. You will find this at the end of the document.)
Online media & resources:
Canadian Council On Learning: CCL/CCA. Inuit Holistic LifeLong Learning Model. Retrieved from
http://www.cclcca.ca/ccl/Reports/RedefiningSuccessInAboriginalLearning/RedefiningSuccessModelsInuit.html
Classroom Lesson Plans. Sculpture Gallery. Retrieved from http://www.childdrama.com/lessons.html
LESSON
PLAN:
LESSON PLAN 1 – Come and listen to a story
Subject: Aboriginal myths and legends - Inuit
Grade: 3/4
Total time: 45 mins.
Topic of Lesson: The story of Sedna – Inuit legendary tale
Link to
Curriculum:
IRPs(PLOs)
Lesson
Objectives
SWBAT:
B2 - use movement and their bodies to convey intended ideas or feelings.
A2 - demonstrate collaboration skills in drama explorations. Students will work in pairs to
communicate their ideas.
SWBAT: Content
 Students will be creating a sculpture gallery based on the story.
 Students will be able to explain their sculpture w.r.t. the story
Prior Knowledge
Students have spent some time learning about Inuit - people, place and culture
Materials
25 pieces of paper for snowball fight
Time
5
mins
What the teacher says/does
What the students do (Plus groupings: pairs,
small groups, individual)
Hook/Opening
 Sing the slippery fish song with animals fish
– walrus – seal – shark – whale (The least
likely one to be found in the arctic water is
the shark.
 Introduces the story of the day – the
legend of Sedna, the sea goddess
Hook/Opening

Students act and sing along with the
song
Materials
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Pre-activity
Narrates the story of Sedna.
Teacher brainstorms with class their
favourite scene from the story
Introduces the idea of sculpting. Models.
20


mins

5+5
Activity
 Split students in pairs and explain the
sculpture making activity. 5 mins
 Galley walk 1
 Gallery walk 2
mins


Pre-activity
Active listening
Think –pair - share
Activity
 Students work in pairs to create a
sculpture of Sedna
 Scupltors explain their creation
 Students switch roles
Post-activity
Post-activity
 Discuss the story
 Students write on a piece of paper,
10
one thing they learned through the
 Discuss the sculpting process – the relation
story or the activity.
mins
between the sculptor and clay – each
contributes – similar examples – director
and actor, teacher and student etc
 Snowball fight
Assessment
 Look for student engagement throughout the lesson
for / of
 Analyse the sculptures and see how it is connected to the story
Learning
Extensions

Adaptations

If making sculptures is easy, ask them to narrate their emotions/feelings in that pose.
Relate it to the story. Look for inferences made.
Provide extra support to those in need
LESSON PLAN 2 – Let’s put this story together
Subject: Aboriginal myths and legends - Inuit
Grade:3/4
Total time:
45mins
Topic of Lesson: Inuit Story Puzzle
Link to
Curriculum: IRPs
SWBAT:
Social Studies Curriculum –
(PLOs)
E3 - give examples of how Aboriginal cultures are closely aligned with the natural environment
(e.g., natural elements represented in stories and beliefs, use of materials for art, ceremonies
and rituals related to resources)
A5 - prepare a presentation using selected communication forms (e.g., debate, diorama,
multimedia Presentation, dance) to support the purpose of the presentation
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
A5 - organize information to plan their presentation
Drama Curriculum –
C1 – Provide examples of common themes in Aboriginal drama forms (eg; creation stories,
trickster stories, historical accounts)
D1 – Demonstrate appropriate preparations for presentations
Lesson
Objectives
Prior Knowledge
Materials
SWBAT:
 Students (in groups) will put together an untold Inuit story using sentence cues.
 Represent the story they’ve put together in a narrative or skit form.
 Fill in a Venn diagram identifying the common theme (sustainability) in the stories.
Students have spent some time learning about Inuit - people, place and culture
Story puzzle cut – outs for two stories
Lined chart paper for the whole group
10 markers
Peer evaluation sheet
Books – Eagle boy: a Pacific Northwest native tale/retold by Richard Lee Vaughan
A man called Raven/ story by Richard Van Camp
What the students do (Plus groupings:
Time What the teacher says/does
Materials
pairs, small groups, individual)
5
mins
10
mins
Hook/Opening
Hook/Opening


Revisits last story and ask students if they
remember the conflict/resolution of the
story. CULTURAL CONNECTION -Inuit have
great respect for env esp. marine animals
because these animals are their daughter
Sedna’s broken knuckles. They hunt, but in
limitation.
Pre-activity
Provide each group (3-4) students with cut outs
of story that they have to put together.
Activity – Plan
 Ask groups to plan out the story
10
presentation as a narrative or a skit.
 Ask students what makes a good story
mins
presentation. Use that as criteria to evaluate
the other group (eg: coherence, clarity,
facial expression, eye-contact during
presentation, participation)
Presentation
10
 Provide each student with an assessment

Students respond and discuss the
bigger message of the story
Connect story with their culture –
Talk about seal hunt
Pre-activity
Students put together the story
Story puzzle
cut outs
Activity
 Students plan out their story and
present it to the other group
 Students evaluate the other groups
Peer
evaluation
sheet
Presentation
 Students present their story either as
Peer
evaluation
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
mins

sheet for peer evaluation.
Assess story and presentation
a narrative or as a skit.
sheet
Post-activity
Post-activity
 Venn Diagram – Whole group comes up
 Students create a Venn diagram
5
Lined chart
with common themes in the two stories
identifying common element of the
paper and
and represent it in a Venn diagram
two stories.
mins
10 markers
 Ask them if they believe the story could
 Students write on the line chart
have been true. If no, what makes it
paper the elements that make up a
unbelievable?
“mythical” story.
Assessment
 Were the students able to identify the structure of the story (aware of connector words)
 Were they able to organize their ideas into a coherent story?
for / of
 Could they identify the common theme in the mythical stories?
Learning
Extension


If time permits, get students to brainstorm on what makes a story mythical – characters,
setting, time, place etc. Have them make a list of reference for mythical story writing
exercise.
Brainstorm ideas for crisis topics. Examples – seal hunt
http://liberationbc.org/issues/seal_hunt
Dolphinrightshttp://www.bbc.co.uk/news/world-us-canada-16920866

Provide extra support to those in need

Adaptations
LESSON PLAN 3
Subject: Aboriginal myths and legends - Inuit
Grade:3/4
Total time:
45x2mins.
Topic of Lesson: Write a mythical tale
Link to
Curriculum: IRPs
SWBAT:
Social Studies Curriculum –
A7 - formulate a response to a relevant classroom, school, or community problem or issue
Language Arts Curriculum –
C1 - Create a variety of clear personal writing and representations that express connections to
personal experiences, ideas, and opinions featuring ideas supported by related details and an
organization that is meaningful and logical.
Lesson
Objectives
SWBAT: Content
Prior Knowledge
Students will have explored Inuit mythical legends and tales.
Students will identify structural elements of mythical tales.
Students will write a mythical story that holds an important message for future generations.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Lined chart paper for the whole group
Journals
pencils
Book – The Little Hummingbird (for extension)
Time What the teacher says/does
What the students do
Materials
5
mins
5
Hook/Opening
Hook/Opening

Revisit last two classes and ask students to
identify similar elements in the three
mythical stories discussed. Eg:
climbing/walking, message, supernatural
characters, familiar setting/local etc.
Pre-activity




mins
25
Look at the structure of a mythical story.
Use storyboard/web on board.
Show graphic organizer for writing a
climbing story.

Emphasize on character, setting,
message.
Brainstorm ideas for storywriting
(animals/plants/env in crisis)
Activity – Plan
Activity



10
Students write their own mythical stories
Let students know that their stories will be
assessed based on their characters (do they
have super powers), setting (does it
describe a place) and message (is there a
message in the story)
Presentation
mins

mins
Students respond and discuss the
common elements in the three
mythical tales discussed
 Students scribe it on chart paper for
reference
Pre-activity

Students plan out their story using
graphic organizer.
Presentation
Have each student share their story in
group.
Teacher asks a particular listener to
compliment the author about 2 things he or
she liked about the story
Assessment
for /
ofLearning



Does the story have a message?
Are the characters supernatural?
Has the author described the setting?
Extensions

Read The Little Hummingbird


Active listening
Compliment the author – 2 things
they liked and why.
Materials
Chart Paper
Chart paper or
white board
Peer
evaluation
sheet
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Adaptations

Provide extra support to those in need
ASSESSMENT
AS
OF
FOR
Snowball fight on their thoughts
on mythology – fact or fiction?
(Lesson 1)
Create a body sculpture in pairs
on a scene of the story (Lesson 1)
Participate in KWL about
mythology (Lesson 1)
Provide feedback to peers
using 2 stars and a wish based
on their story (Lesson 3)
Narrate/Perform the story puzzle
to the other group (Lesson 2)
Identify the elements of a
mythical story (Lesson 2)
Works cooperatively with
classmates and stays on task
(All lessons)
Identify a crisis and create a
mythical story with a message
(Lesson 3)
Students create a rubric for
written output (Lesson 3)
Assessment – As created by the students (in Lesson 3)
CRITERIA B OR C
A
A+++
3 words to
describe
5 words to describe
where and when and
what time
More than 1 message
Setting
1 word to
describe
Message
No message Yes message
Character
1 character
1 good guy
1 bad guy
More than 1 good
guys
More than 1 bad guys
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Resource Critique
Kumak’s Fish: A Tall Tale from the Far North by Michael Bania –This book makes an excellent
read aloud for students. The story is an Arctic version of the Russian folk tale, The Big Enormous Turnip. I
did not use this book in my three short lessons on Inuit myths and legends because it was not an Inuit
legend. But, one can certainly use the book in a lesson where students have to identify the
characteristics of a mythical tale. The story has an appropriate setting, has a message and includes an
unrealistic situation; yet, does not qualify as an Inuit myth or legend - a perfect “may be” case to
confuse the students and challenge their understanding. This is a juvenile book available at Richmond
Public Library.
Stones, bones and stitches: Storytelling through Inuit Art by Shelley Falconer - weaves a
tapestry of fascinating Canadian stories by focusing on several important works of art. The book
presents six Inuit artists and eight pieces of Inuit art. The author of the book, Shelley Falconer, is a
Curator and Director of Exhibition and Programs for the McMichael Canadian Art Collection. She is also
an Adjunct Professor at the University of Toronto's School of Graduate Studies where she teaches
curatorial practice and new media. Her two new projects for Tundra: Arctic Journeys and Perspectives:
Canadian Women Artists. Although, there was little or no direct transference from the book to the
lesson plans, it gives the reader a sense of the meaning woven in traditional Inuit art. This is a juvenile
book available at Richmond Public Library.
Writing Power: Engaging Thinking Writing by Adrienne Gear – A teacher’s handbook, this book
provides a number of graphic organizers to help young writers arrange their thoughts before they begin
their final draft. The graphic organizers included in this unit have been taken from this book. Adrienne
Gear has published several other books including Reading Power and Writing Power for Non Fiction. A
local author from Vancouver, her books are easily available at my public, school or university library.
The Inuit thought of it: Amazing Arctic Innovations by Alootook Ipellie – A nominee for Red Cedar
book, this is another well written book on Inuit innovations. The kid friendly text is well balanced with
illustrations. Written by Alootook Ipellie, an accomplished Inuit graphic artist, political and satirical
cartoonist and writer, photographer, and Inuktitut translator, the content is current and authentic. A
part of a series, this book is available at school and public libraries.
By the Light of the Qulliq: Eskimo Life in the Canadian Arctic by Wendy Jordan – This book was
published in 1972. The author Wendy Adler Jordan, who is not an Inuit, attempts to understand Inuit
people and their culture through a private collection of Smithsonian Institution. The choice of word,
Inuit, although not appropriate now, reflects the reference language of that time. The beauty of this
book, if one can ignore the language and anonymity of some art pieces, is that the idea of understanding
a culture though art. Although, I did not use such inquiry based approach purely due to lack of time, I
can see myself starting a unit on a culture from its art.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
The Eagle Boy: A Pacific NorthWest Native Tale by Lee, Richard Vaughan – A perfect read aloud, I used
this book as one of the story puzzles in lesson 2. Although, not an Inuit tale, it is a Native mythical tale
that centres around the message of respecting birds and animals.
The Boy Who Lived With the Seals by Rafe Martin – A beautiful read aloud picture book illustrated by a
very popular children’s author and illustrator, David Shannon, it is an Inuit tale worth sharing with
students studying about Inuit.
The Shadows that Rush Past: A Collection of Frightening Inuit Folktales by Qitsaualik, Rachel A. –
Written by an author born into the “traditional 1950s culture of igloo-building and dog sledding, later
becoming a translator, writer, and aboriginal rights activist.” (Qitsualik, 2011, p42) As a reader, I trusted
the authority and authenticity of the horrific legendary Inuit tales. Although, I did not use any story
directly to be shared with the students, as a storyteller, I was happy to find the perfect narrative
language to suit other tales. A wonderful reference book for anyone considering retelling a horrendous
tale. I specifically borrowed the start and end of the story which are as follows
Imagine the oldest person you’ve ever met. These stories are older than the
grandparents of the grandparents of that person’s grandparents
Pijariiqpunga (all I have to say)
This book is available at the Xwi7xwa Library, UBC
A Man Called Raven by Richard VanCamp – Short, sweet and authentic, this tale makes a perfect read
aloud or retelling. I turned the script of this story into a story puzzle as well. Students did not mind
revisiting this story and a number of them were inspired by the plot and appropriated it in their own
writing.
Classroom Lesson Plans. Sculpture Gallery. Retrieved from http://www.childdrama.com/lessons.html
This is a handy website on drama activities in classrooms. The author classifies ideas based on grade
level and type of movement involved in the activity. For eg: sculpting, mime, tableau etc.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Climbing Story Strip
Name : ________________________
Introduction
Problem
Title :__________________________________
Solution
Conclusion
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
My Story Planning Sheet
Name : _____________________ Title : ________________________________________
Myths are stories from long, long ago that have a message for the reader. A
lot of myths have animals and people as characters. Follow the steps to
create your own mythical legend.
Step 1 – Choose a moral from the list provided.
Step 2 – Choose a setting – Where is your story taking place?
Step 3 – Choose your characters. (they should be connected and must
match the setting)
Character 1 - ___________________________________
Character 2 - ___________________________________
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Step 4 – Decide on a problem one of your characters will have, connected
to the moral you have picked.
Step 5 – How will your character learn his or her lesson?
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Some ideas to get started…
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Stories:
The Legend of Sedna the Sea Goddess
The legend of how Sedna became a sea goddess is told throughout the Arctic. The
story varies from one region to the next. However, in all versions, a young woman
becomes the mother of all sea creatures. As the sea goddess, Sedna has dominion over
her creatures and controls the availability of seal, walrus, fish, whale, and other sea
animals to Inuit hunters. This version is a compilation of many Sedna stories.
Once there was a young woman named Sedna. She lived in the Arctic with her mother
and father. She loved her mother and father very much and was very content. Her
father was a skilled hunter, so he provided very well for his family. Sedna had plenty
of food and warm furs to wear. Her father hunted seals and bears for its meat and skin.
Her mom cit, snipped and stitched the seal skin into beautiful warm …. She liked the
comfort of her parent's home and refused to marry. Many Inuit men desired Sedna for
a wife and asked her parents for permission to marry her. But Sedna refused them all.
Even when her parents insisted it was time for her to marry she refused to follow
tradition and obey them.
This continued for quite some time, until one particular Inuk came to visit Sedna. This
man promised Sedna that he would provide her with plenty of food to eat and furs for
clothes and blankets. Sedna agreed to marry him. After they were man and wife, he
took her away to his island. When they were alone on the island, he revealed to her
that he was not a man at all, but a bird dressed up as a man! Sedna was furious, but
she was trapped and had to make the best of it. He, of course, was not a good hunter
and could not provide her with meat and furs. All the birdman could catch was fish.
Sedna got very tired of eating fish every day.
They lived together on the island for a time, until Sedna's father decided to come and
visit. Upon seeing that his daughter was so unhappy and that her husband had lied to
her, he killed the birdman. Sedna and her father got into his kayak and set off for
home. The birdman's friends discovered what they had done and wanted to avenge the
birdman's death. They flew above the kayak and flapped their wings very hard. The
flapping of their wings resulted in a huge storm. The waves crashed over the small
kayak making it almost impossible to keep the boat upright.
Sedna's father was so frightened that the storm would fill his kayak with water and
that he would drown in the icy waters that he threw Sedna overboard. He thought that
this would get the birds to stop flapping their wings, but it did not. Sedna did not want
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
to be left in the water, so she held tightly to the edge of her father's boat and would
not let go. Fearing that she would tip him over, the father cut her fingers off, one joint
at a time. From each of her finger joints different sea creatures were born. They
became fish, seals, walruses, and whales.
Sedna sank to the bottom of the ocean and there became a powerful spirit. Her home
is now on the ocean floor. If you have seen her, you know she has the head and torso
of a woman and the tail of a fish.
Sedna now controls all of the animals of the sea. The Inuit who rely on these animals
want to maintain a good relationship with Sedna, so that she will continue to allow her
animals to make themselves available to the hunters. Inuit have certain taboos that
they must follow to keep Sedna happy. One of these says that when a seal is killed it
must be given a drink of fresh water, not salt water.
If the hunters do not catch anything for a long time, the Shaman will transform
himself into a fish. In this new form, he or she will swim down to the bottom of the
ocean to appease Sedna the Sea Goddess. The Shaman will comb the tangles out of
Sedna's hair and put it into braids. This makes her happy and soothes her anger.
Perhaps it is because Sedna lost her fingers that she likes to have her hair combed and
braided by someone else. When she is happy, she allows her animals to make
themselves available to the hunters. Animals do not mind giving themselves up to
provide food, clothes, and shelter for the Inuit.
© Lenore Lindeman, 1999.
Moore Charles. 1986. Keeveeok, Awake! Edmonton: Ring House Gallery. p. 9–10.
Retrieved from http://www.polarlife.ca/traditional/myth/sedna.htm
An extension to Sedna story(lesson 1) would be to give students a number of
illustrations and have them retell the story. One can also use these pictures before
telling them the Inuit story. This will allow creative meaning making from the
pictures. The Inuit story can be shared with the students after the activity.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
A Man called Raven
Once upon a time there was a man. He was old and he was wicked. He
never smiled and he never said anything nice to anyone.
He used to shoot arrows at ravens. And one day he hit one of them. Now,
he wasn’t trying to kill them to eat them, he was trying to hurt them. He
wasn’t using the normal arrowheads. He was using blunts-and that hurts a
lot!
That raven couldn’t fly and it couldn’t do anything else either. So it started
to follow the old man. Day and night it followed him. The man couldn’t run
to his friends because he didn’t have any, and the raven just followed him
wherever it went.
Pretty soon he couldn’t sleep because he knew the raven was watching
him. So one day the man started to get funny in the head, and he climbed a
tree to sleep. The raven just sat and waited for him on the ground. Well, the
man slept for a little while, but when he woke up the raven was still there.
After that, the man walked day and night and only stopped once in a while
to sleep up in a tree. Soon he started jumping from tree top to treetop just
so he wouldn’t have to see the raven. And one day when he was jumping,
he slipped and fell. But when he fell, he never hit the ground. When he fell,
he started to change. And do you know what he turned into? He turned into
a raven.
That old man became a raven and flew back home so he could spy on all
the people he used to know. He flew to his village, and when he got there
he saw that there was a funeral. Do you know whose funeral that was? The
old man’s! Do you know how many people came to attend his funeral? The
entire village!
The old man did not expect that. He thought that nobody loved him or
cared for him. That’s why he was so mean to everyone and that’s why he
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
liked to hurt ravens. But when he saw all the people singing for him he
knew he had a place in the village like everyone else. He knew he wasn’t
alone. That he wanted to tell his people he was sorry, but he couldn’t
speak. He could only call out like the other ravens.
And that was when the man who became a raven really started to change.
That was when he started to watch over his people. He watched over his
people when they went to lake to hunt moose and when they set nests to
catch the fish coming down the river. He watched over his people as they
hunted above the tree line for caribou. Once, there was an awful
snowstorm, a whiteout, and his people got separated from each other. One
group made shelters and was safe, but the other group started to walk in
circles. He called out to the people lost in the snowdrifts, and they started
to follow him. They followed him to the other group and they were saved.
Raven saved them from freezing.
The raven is always there watching us, guiding us and reminding us about
himself. But sometimes, when people forget about him, he changes back
into a human, but not for too long!
Pijariiqpunga (all I have to say)
The above script has been taken from the picture book A Man Called
Raven by Richard VanCamp
Another option for story puzzle would be to give students cut outs of
illustrations that explain the story. Have them put the pictures together to
create or infer a story. Below are the pictures that can be used for the A
Man Called Raven by Richard VanCamp story.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
Eagle Boy: A Pacific Northwest Native Tale/retold by Richard Lee
Vaughan
Along the rugged shoreline of the Pacific Northwest, a village stood on
the cliffs overlooking the ocean. Eagles with snow white heads and
sleek, dark bodies swooped over the village. With razor sharp talons
they snatched silver fish from the water.
The people of the village did not like the eagles. “Eagles steal our fish”,
they cried. “Fly away, fly away!”
Yet one boy, an orphan, loved watching the eagles dip and soar above
the ocean waves. Whenever the boy returned from fishing, he always
gave a share of his salmon to the eagles.
“You should not feed the eagles,” scolded the people
“But the eagles are my friends,” he replied.
The people call him Eagle Boy.
Eagle Boy was a good fisherman. In summer months, when fish were
plentiful, he offered his largest and finest fish to the chief’s daughter
Kwish-kwish-ee.
“I do not need your fish,” she said, mocking him.
One year, as autumn faded into winter, fish became scarce, and the
whole village began to run short of food.
“We must move our village,” announce the chief. “We must find more
food.”
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
The people packed all they owned into their canoes. Eagles Boy stood
on the beach and watched as, one by one, the canoes pushed off. Eagle
was poor and did not own a boat.
“We have no more room,” said the chief, stepping into the last canoe.
“Let your friends, the eagles, feed you,” laughed Kwish-kwish-ee.
But before they paddled away, the chief’s daughter, Chuh-coo-duh-bee,
slipped Eagled Boy a piece of dried fish, so he would not get hungry.
As the canoes disappeared over the waves, Eagle Boy stood alone on the
windswept beach.
As the morning sun stretched its golden fingers across the beach,
Eagle Boy awoke to the screeching of an eagle as it dropped a fat fish
beside his fire.
“Thank you, my friend!” he shouted as the eagle flew away.
Hungrily, Eagle boy roasted and ate the fish.
The next morning two eagles dropped fish by his fire.
“Thank you” shouted Eagle Boy again. “I will live another day.”
AT the next sunrise, Eagle boy watched as three eagles dropped silver
fish on the sand. He ate his fill and spread the rest out to dry.
When evening approached, Eagle boy gathered all the wood he could
find and built an enormous bonfire on the beach. Dancing around
and around the flames, he sang songs to honor the eagles.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
The next morning, the sky was full of eagles circling over a huge,
dark object close to the shore.
They were bringing home a whale! Eagle boy slipped a long rope made
of cedar bark around the whale and tied it to the rock. The whale could
provide enough food for a whole village.
The largest eagle landed beside Eagle Boy.
“Take this to Chuh-coo-duh-bee,” he said. I want to repay her kindness.
Gliding on the wind, the Great Eagle found the tribe huddled around
a campfire on a distant beach. Hunting and fishing had not been
good. The shadow of hunger showed on the people’s faces.
The eagle landed beside Chuh-coo-duh-bee as she dug hopefully for
clams on the beach. She realized at once who had sent the food.
Taking the dried fish from the eagle, she gobbled a few bite and then
raced to her father.
“Look!” she cried. “A gift from Eagle Boy!” Kwish-kwish-ee eyed the
fish with greed. “The boy you left behind Is rich with food,” she said to
the chief, “while we have nothing. Take us back, Father! I will marry
the boy, and we will eat his food,”
The chief shook his head in shame. “We were wrong to leave the boy.”
The people around the campfire agreed.
“We thought only of ourselves,” said one man.
“The boy will not accept us back,” said another.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
“Even if he did,” said an old woman, “we could never make the
journey home without food.”
Perched on a branch high above them, the Great Eagle listened to the
people. Spreading the giant wings, it returned across the water.
That night Eagle Boy stood before the Great Eagle. The eagle’s intense
eyes were dark pools of wisdom. Deep in those eyes, the boy could see a
distant beach where his people sat weak with hunger. Eagle boy turned
towards the flames. “Let them go hungry!” he shouted in anger. “Just
as they left me to do.”
In silence, the Great Eagle watched the boy. Staring into the fire,
Eagle Boy remembered the canoes paddling away. He remembered
Kwish-kwish-ee laughing at him. But he also remembered Chuh-cooduh-bee slipping him food, And the eagles bringing him fish and
saving his life.
At dawn the boy again stood before the Great Eagle. “How can I help
me people?” he asked. The eagles spread its wings and lifted into the
air. As it rose, one shiny black feather fell, floating down toward
Eagle Boy.
The boy reached out and caught the feather. As he did, a wave of power
flowed through him and in that moment the boy took the form of an
eagle.
On the distant beach the tribe sat weak with hunger. Suddenly, the
sky was filled with screeching eagles. Eagles swooped. Eagles soared.
Eagles flew over the people, dropping hundreds of silvery fish.
Social Studies: Grade 3 and 4
Vandy Advani
Inuit Myths and Legends
advani@shaw.ca
“It is a sign from Eagle Boy!” cried Chuh-coo-duh-bee, smiling.
“Yes,” agreed the chief. “He has forgiven us. Now we can go home.”
With renewed strength, the people packed their canoes and set out
across the water.
Eagle Boy stood alone on the beach, watching the canoes approach. A
single black eagle hung from his hair.
The chief was the first to come ashore, with Kwish-kwish-eee beside
him, dressed in her finest cedar bark clothing.
“You have saved our people,” said the chief. “I offer my eldest daughter,
Kwish-kwish-ee, in marriage.”
Eagle Boy shook his head. “I cannot accept. My heart belongs to Chuhcoo-duh-bee.”
The people honored Eagle Boy and Chuh-coo-duh-bee with a wedding
celebration and a great feast.
From that day on, the people of the Pacific Northwest coast and the
eagles lived and hunted in harmony. IN time, Eagle Boy grew to be a
great chief and the eagle became the symbol of his people.