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Traditional Inuit Games

Uploaded by Nathalie Kalina

Traditional Inuit Games

Grade level            

This lesson plan is designed to be used with students aged
12-15 years.

Objective           

Students will learn about traditional Inuit games and the role
these games play in life in the Arctic.

Pairs of students or small groups of students will learn one
game and demonstrate it to the class.

Time required           

1 class period (estimated)

Materials                       

Activity           

1       Ask students to
name some of their favourite sports and games. List them on the board.

2       Ask if anyone
surfs? Skis? What factors influence why some people become proficient in
certain sports and games and others don't? (climate, environment, money,
accessibility to materials, etc).

3       Ask students to
think about what they've learned so far about life in the Arctic and Inuit
culture.

      What sports/games
would they expect are not popular in Nunavut? Why?

4       Remind students
that life in the Arctic is very challenging. There are three months of winter
darkness accompanied by freezing temperatures averaging -30° Celsius (-22°F).
Games play a very important role in adapting to the severe environment. Many
games involve physical strength, agility and endurance. In addition, games help
in social posturing. Some games (such as temple pounding) used to be seriously
competitive and helped in gaining a standing in the community and the respect
of others.

5       Explain that most
traditional games were relevant to survival tactics. Strong arms and hands were
required to harpoon walruses, whales and polar bears and then hold on to the
struggling animals. Agile legs ensured that one could jump over bears, outrun
wolves or catch caribou. There are many stories that have turned into legends
about people capable of incredible athletic feats who kept their abilities
hidden until it was necessary to use them, as in Atanarjuat The Fast Runner.

6       While many
traditional games require no equipment, some do, including ropes (toggle hand
pull), sled races, Inuit baseball, and Inuit soccer. Ask students if they are
surprised that soccer and baseball are popular games? Why?

7       Explain that
while Inuit soccer is different from the worldwide soccer/football of today, it
does share the kicking of the ball and running aspects. In addition, skills and
endurance are important to both games. The games of the Inuit may be culturally
different, but they still share similarities with the games played by students
in the south.

8       Introduce the
Arctic Winter Games, established in 1970. Originally, only three northern
territories competed, however,  as
of 2000, the games included Alaska, Yukon, Northwest Territories, Northern
Alberta, Greenland, Magadan (Russia), Nunavik (Quebec), Nunavut and Chukotka.
Locate these territories on a map.

9       Explain that the
Arctic Winter Games feature many of the same games as in the Winter Olympics
such as cross-country skiing, hockey, speed skating and curling, as well as
northern sports like dog mushing and snowshoeing. Also included are unique
games exhibiting traditional Inuit competitions such as One Foot High Kick, Two
Foot High Kick, Kneel Jump, Sledge Jump, Airplane, Knuckle Hop and Snow Snake.

10       Some traditional
Inuit games may have been learned in Asia before the Inuit migrated across the
Bering Strait around 2000 B.C.E. Share the information from the "Living Traditions"
website with students. As each game is described, discuss its similarities to
other games with which students are familiar. Ask the students what skills they
feel were developed by playing each game and how these skills might have been
useful to Inuit survival in their environment.

Optional: Assign the above selection
for homework. Ask students to create a table or chart describing each game and
answering the questions above.

11       Break
students into pairs (or small groups for The Airplane) and have them choose one
of the following Inuit games:

  • The Kneel Jump
  • The Back Push
  • The Airplane (need 5 students to play)
  • The Sitting Knuckle Pull
  • The Legwrestle
  • The Knucklehop
  • The Mouth Pull
  • The Musk Ox Push.

      Explain that each
pair is going to learn how to play the game they choose and then demonstrate it
for the class (or in small groups).

12       Students can
research game independently and provide the class with directions on how to
play them in:

http://www.athropolis.com/news-upload/master/11-frames.htm

      Allow students
time to learn and practice playing assigned game.

Evaluation           

Once students feel confident, pull desks out of the way and
arrange chairs in a circle. Have students write name of game on board and
demonstrate how to play in the middle of the circle. If there is time, allow
students to try each game. After all games have been demonstrated, ask the
students for feedback. Which game is the funnest?

References           

Isuma Publishing - a division of Igloolik Isuma Productions: http://isuma.ca/buy

Kessler, Deirdre, Isuma
Teacher's Resource Guide, Montreal: Isuma Publishing, 2004

Robinson, Gillian, Isuma
Inuit Studies Reader, Montreal: Isuma Publishing, 2004