Educational Aim
\nAn activity for Geography classes, secondary cycle one<\/p>\n
Educational Aim<\/p>\n
The A Marked Territory learning and evaluation situation (LES) provides an opportunity for secondary cycle one students to explore the concepts of Indigenous territory and protected territory, through a historical account featured in the Images on Stone online exhibit.<\/p>\n
Focusing on basic knowledge about Indigenous territory and using an example of Inuit culture drawn from the online exhibit, this activity helps students understand how the First Peoples\u2019 relationship with their territories is conveyed through cultural expressions. The students are then prompted to reflect on the protection and promotion of rock art sites located in natural settings, by exploring the concept of protected territory through examples drawn from rock art sites found in natural parks.<\/p>\n
The activity also introduces students to toponymy and landscape reading. This helps them make connections between two types of territories studied during the cycle and draws their attention to the many dimensions of a territory.<\/p>\n
Learning Areas and Target Skill Sets
\nThe A Marked Territory activity is part of the Environmental Awareness and Consumer Rights and Responsibilities broad area of learning and encourages the development of an awareness of the interdependency between the environment and human activity.<\/p>\n
Subject Area: Geography<\/p>\n
Read territory organization (Indigenous territory)
\nInterpret a territorial issue (protected territory)
\nTechniques used in geography:
\nInterpret a landscape
\nInterpret an iconographic document
\nCross-curricular Competency<\/p>\n
Using information
\nUsing creativity<\/p>\n
A Three-step Learning Situation
\nPreparation: Traces on the Territory
\nCreation: A protected territory?
\nIntegration: Appreciating the Territory\u2026 Responsibly
\nThese three steps can be carried out in whole or in part.<\/p>\n
At the end of the activity, you and your students will have:<\/p>\n
Explored two types of human actions marking territorial appropriation: petroglyphs and toponymy;
\nCompared the protection and deterioration factors of a heritage site;
\nEstablished connections between various types of appropriation of a given territory: Indigenous territory, protected territory, heritage territory and tourism territory.
\nTo take full advantage of your exploration of the online exhibit and proposed activities, please:<\/p>\n
Read all the information provided at each step of the activity;
\nExplore the individual sections of the online exhibit;
\nReview the annexes.<\/p>\n
Step 1 \u2013 Preparation \u2013 One period of class activity (60 minutes)<\/p>\n
Traces on the Territory<\/p>\n
Objectives<\/p>\n
Establish rock art as a means for Indigenous peoples to appropriate the territory
\nIdentify another means to appropriate the territory: toponymy
\nBecome aware of the importance of Indigenous toponymy in Quebec
\nSeries of Steps<\/p>\n
Using a map of Quebec, the teacher and students locate the Nunavik Inuit territory.
\nThis vast territory was first occupied by the Dorset people, a civilization who migrated from Asia through the Bering Strait to settle the land some 3800 years ago. A new population, the Thule people, later replaced them about 750 years ago. The Thule people are the direct ancestors of today\u2019s Inuit.<\/p>\n
The teacher shows the student a picture of Qajartalik rock art carvings.
\nINS\u00c9RER 1 PHOTO DES GRAVURES + lien avec banque de photos ou page<\/p>\n
If the students have already completed the \u201cRock art, did you say?\u201d history LES, the teacher can ask them to give the meaning of the term rock art. Otherwise, the teacher can provide the following definition:<\/p>\n
Rock art: paintings or carvings made on rock surfaces by civilizations prior to the invention of writing.<\/p>\n
There are four rock art sites in Nunavik; all are found in the Ungava Peninsula.[1] They are the only sites known to exist across the entire Canadian Arctic.<\/p>\n
The teacher and students locate the Kangiqsujuaq village on the map, along the shores of the Ungava Bay.
\nAmong these sites, the best known is called Qajartalik. It is located slightly south of the Kangiqsujuaq village.<\/p>\n
The students describe the petroglyphs and the Qajartalik site. The teacher proposes that the students browse the Discovery section of this site to do so or the teacher may provide this information.<\/p>\n
Essential Characteristics:<\/p>\n
Petroglyphs: Carvings in stone (in this case, steatite, or soapstone, mainly composed of talcum and widely used for sculpture)
\nRepresentations: Human or human-like faces, sometimes with characteristics likely to be those of supernatural beings (e.g., horns)
\nThe site: Located close to the shore
\nDating: The carvings were created during the period when the Dorset civilization occupied the territory
\nWhy did the Dorset people create those carvings? The teacher proposes that student come up with a hypothesis:
\nTo let it be known that they were at the site
\nTo create a work of art
\nTo convey their people\u2019s identity
\nTo convey experiences, dreams or visions experienced at the site
\nTo convey information (directions, hunting resources, etc.)
\nGenerally speaking, such carvings are said to represent human actions affirming humans\u2019 connection with a given site or territory. They are said to be ways to appropriate the site or territory or to state humans\u2019 presence at the site or their occupation of the territory.<\/p>\n
Do the students know of other means to appropriate the territory or to leave a trace, whether nowadays or back then?
\nActs of ownership (contracts)
\nGraffiti
\nMaps
\nConstructions (houses, sculptures)
\nToponymy (place names)
\nGiving a name to a location in a people\u2019s language is a means to affirm their connection with a particular site. A cultural expression (highlighting a historical event or an imaginary concept), a geographical characteristic or a marker of natural resources is often selected as a name.<\/p>\n
Here are a few examples (in Inuktitut):<\/p>\n
Qajartalik: \u201cWhere there is a kayak\u201d (the rock moving forward into the water may look like a kayak)
\nKanjiksujuaq: \u201cThe wide bay\u201d
\nAupaluk: \u201cWhere the ground is red\u201d (the soil is ferruginous \u2013 contains iron)
\nPuvirnituq: \u201cWhere it smells of putrefied meat\u201d (caribou might have drowned in masses)
\nIndigenous toponymy is found everywhere in Canada and Quebec. Although French or English names have often replaced Indigenous place names, several have been kept. For instance:
\nRock art sites:
\nKejimkujik: \u201cLake of good spirits\u201d (or \u201cfairy lake\u201d), in Mi\u2019gmaq (one potential meaning)
\nPepeshapissinikan: \u201cCharacters naturally painted can be seen in the rock\u201d, in Innu
\nOther locations that you may know:
\nQuebec: \u201cWhere the river narrows\u201d, in several Algonquian languages
\nAhuntsic: \u201cSmall and wriggly\u201d, in Wendat
\nCanada (kanata): \u201cVillage\u201d, in Wendat
\nSaguenay: \u201cWater flowing\u201d, in Innu
\nThe teacher uses the Indigenous Place Names (Annex 1) activity Sheet to encourage the students to gain a better understanding of the concept of territorial appropriation through toponymy.<\/p>\n
The Inuit and their ancestors gave a name to the territory and left traces of appropriation, including rock art carvings, long before their first contact with Europeans. During the remainder of the LES activity, students will reflect on the heritage value and protection of such traces of occupation.<\/p>\n
Step 2 \u2013 Creation \u2013 One period in class (60 minutes) OR half a period in class and 30 minutes of individual work<\/p>\n
A protected territory?<\/p>\n
Objectives<\/p>\n
Compare the situation of a natural vs. heritage site, depending on whether it is protected or not
\nAssess the measures implemented to protect a heritage site located in a natural setting
\nSeries of Steps<\/p>\n
Qajartalik is located less than 100 kilometres from Parc national des Pingualuit[2], one of the greatest natural wealth sites of Nunavik.
\nFor more information on this park, please go to: http:\/\/www.nunavikparks.ca\/en\/parks\/pingualuit<\/p>\n
However, the rock art site is not part of the park. It is not monitored by park wardens or protected with structures. Therefore, the site is exposed to some hazards. See the Discovery section of the online exhibit for more details.
\nFor instance, pieces of rock were removed prior to 2001, graffiti has marred the site, and hatchet or knife cuts have been made into the rock. Some tourists have also been reported to make rubbings[3] of carvings. This technique does not usually damage carvings, but the Qajartalik steatite is brittle and easy to break when rubbing is not done correctly.<\/p>\n
The park is very far from common tourist routes. Is it enough to protect the site?<\/p>\n
Since 1997, the Avataq Cultural Institute has striven to preserve Inuit culture and language. It has also been trying to have the Qajartalik site recognized as a site of national historical significance. With such a recognition, it could be proposed to have the site added to UNESCO\u2019s world heritage list so that it is better protected and promoted.[4]<\/p>\n
Other rock art sites are located in natural parks or are protected heritage sites. Some are featured in this online exhibit:
\nThe Aisinaipi site called Writing-on-Stone is part of the namesake Alberta provincial park and is recognized as a national historic site of Canada. Visitors can take part in hikes with guides who explain the rock art carvings and paintings at the site.
\nThe Kakawin site is part of the Sproat Lake provincial park in British Columbia, a park where visitors can hike, swim or camp.
\nThe Kejimkujik site is a historic site and national park that is part of the Parks Canada network, where visitors can canoe or hike.<\/p>\n
Is recognizing a rock art site as a historic site, a park or any other designation enough to protect it for future generations?<\/p>\n
The students are now asked to reflect on this question using the A protected territory? (Annex 2) activity Sheet, individually or in teams. The teacher then leads a discussion with the entire class to allow the students to share their points of view.<\/p>\n
The teacher concludes the activity by pointing out that the different ways to occupy a territory can generate conflict when trying to find the best means to protect or promote it. Therefore, choices have to be made. But would it be possible for the various dimensions of a territory to coexist? The next step \u2013 Integration \u2013 will provide an opportunity to reflect on this question.
\nStep 3 \u2013 Integration \u2013 Two periods in class, as individual work or a combination of the two options (120 minutes)<\/p>\n
Appreciating the territory\u2026 Responsibly<\/p>\n
Objectives<\/p>\n
Highlight the essential knowledge to retain from the activity:
\nRock art sites serve to establish connections with the territory, much like toponymy or the construction of buildings.
\nRock art sites are significant heritage sites for the Indigenous peoples of Canada and must be protected.
\nRock art sites are located in natural settings, where they are exposed to deterioration factors not necessarily present at other types of heritage sites.
\nAllow the students to devise a communication solution using geographical knowledge.
\nInstil awareness of the consequent importance of protecting and preserving rock art sites (because of their vulnerability and their value as a heritage to mankind).
\nSeries of Steps<\/p>\n
The teacher emphasizes that a territory can have different dimensions:
\nAn Indigenous territory can both have heritage value and be located in the heart of a natural setting to be protected, as is the case for Qajartalik.<\/p>\n
The students have reflected on:
\nThe significance of rock art sites as a means for the Indigenous peoples to appropriate their territory
\nThe protection and deterioration factors of heritage sites located in natural settings
\nBased on this knowledge, the students are now asked to create
\nan information leaflet OR
\na series of interpretation panels
\nto encourage responsible tourism at the Qajartalik site. This awareness-raising material should be directed at tourists who visit Nunavik by travelling to the territory by air or sea.<\/p>\n
The teacher encourages the students to first observe cultural product leaflets on historical or natural sites available near their school or online.<\/p>\n
Here are a few examples:<\/p>\n
Tourbi\u00e8re-du-Bordelais natural park: https:\/\/www.ville.saint-lazare.qc.ca\/documents\/enviro\/bogvisitorguide.pdf
\nQu\u00e9bec City frescoes: http:\/\/www.capitale.gouv.qc.ca\/system\/documents\/media\/000\/000\/115\/original\/11_160_circuits-fresques-murales.pdf?1442924697
\nMont Wright park: http:\/\/www.af2r.org\/wp-content\/uploads\/2010\/11\/Guide-visiteur_MW2016.pdf
\nInterpretation panels are sometimes set up near historic or natural sites; here are a few examples:<\/p>\n
St-Paul-d\u2019Abbotsford heritage tour: http:\/\/www.quatrelieux.qc.ca\/PatriPaul\/Circuit%20patrimonial\/Panneau_ecole.jpg
\nLac-Taureau regional park: http:\/\/www.parcsregionaux.org\/wp-content\/uploads\/2015\/08\/entreeSud-2.jpg
\nWeaver\u2019s District in Magog: https:\/\/www.ville.magog.qc.ca\/wp-content\/uploads\/1970\/01\/banniere_Tisserands_WEB.jpg
\nThe leaflet or panel produced by the students should include the following:<\/p>\n
Site promotion and heritage elements
\nWhy is this site important for Inuit and the world population
\nInterpretation of petroglyphs (draw ideas from the Discovery section of the online exhibit)
\nDating
\nSite protection elements
\nActions to do and not do at the site, and why (impact)
\nActions that tourists may take to help protect the site
\nThe presence and quality of information regarding the elements above is the evaluation criterion of the final product. But the teacher may add criteria of graphic presentation or inclusion of peripheral elements, such as analyzed photographs or added information about Qajartalik.<\/p>\n
[1] Upinnivik and Nuvukulluk are two of the other sites, and the fourth is not identified.<\/p>\n
[2] http:\/\/www.nunavikparks.ca\/en\/parks\/pingualuit<\/p>\n
[3] Rubbing is a technique used by archaeologists to study stone carvings. A sheet of paper is placed on the carving and a pencil is rubbed against it to reveal the carving image on the paper.<\/p>\n
[4] http:\/\/whc.unesco.org\/en\/list\/<\/p>\n
In Conclusion
\nThe A Marked Territory learning and evaluation situation provides an opportunity to combine knowledge learned in social study domains (history and geography), arts and English first language into an overall understanding of a social phenomenon. The teacher may use the geography LES to introduce the knowledge taught and give students the opportunity to better understand that the territory, in its entirety, features many dimensions that interact and influence its development and conservation.<\/p>\n
Annex 1 \u2013 TEACHER (PDF 816 KB)
\nAnnex 1 \u2013 STUDENT (PDF 1 MB)
\nAnnex 2 \u2013 TEACHER (PDF 821 KB)
\nAnnex 2 \u2013 STUDENT (PDF 1 MB)<\/p>\n","protected":false},"excerpt":{"rendered":"