teacher’s guide for cory trépanier’s into the …...in the world above the arctic circle; being...
TRANSCRIPT
I N T O T H E A R C T I C Teacher’s Guide for Cory Trépanier’s
FILM TRILOGY
Introduction
MY SEARCH FOR ARTISTIC INSPIRATION first led me to Canada’s North in 2006. As a landscape painter and filmmaker, images of epic mountains, vast tundra, and wild rivers had been teasing my imagination for years. It was time to experience this land for myself and create some new canvases. This began a journey that has been ongoing ever since. Five expeditions have led me to the Canadian Arctic’s most remote corners: from Ellesmere Island to Bathurst Inlet and from the northwest corner of the Yukon to Baffin Island. I travelled through 16 Arctic communities and visited countless places in between. In total, these experiences have led to more than a hundred oil paintings and three documentaries. These films and more than 50 canvases are now sharing the wonders of the North with the public as the INTO THE ARCTIC Exhibition Tour. Visiting 12 museums over four years, the exhibition tour features a 15-foot-wide painting entitled Great Glacier. Beyond all this, these journeys have offered me an education about the North surpassing anything I imagined. Whether through exploring the land with Inuit Elders, coming face-to-face with Arctic wolves, visiting remnants from past explorers, or encountering human history in remote Indigenous Thule sites, the ways in which my life has been enriched are countless. Sharing these experiences is the heart of our films, telling stories that often reach beyond my canvases. Over the years, it has been rewarding to hear how others—having seen the films on television, online, or in a theatre—have been moved by the North. At the same time, it was an unexpected revelation to hear that educators were starting to enthusiastically use Into the Arctic in their classrooms. This discovery has been the motivational force behind the creation of these new film-based learning resources with Canadian Geographic Education—providing a free tool kit for educators and students to embark on their own journeys of Arctic learning and inspiration. Now more than ever, as the North is facing a rapidly changing climate and pressure from around the globe, it is my sincere hope that this learning tool kit—and the many ways it will be used—will help inspire an Arctic awakening in the years to come. Thank you,
Cory TrépanierFellow of The Royal Canadian Geographical Society and a member of The Explorers ClubRecipient of the Canadian chapter of The Explorers Club’s highest award, the Stefansson MedalNamed one of Canada’s Top 100 Living Explorers by Canadian GeographicNational Champion of the Trans Canada Trail
Into the Arctic | Teacher’s Guide | Introduction | Page 2
Contributors & Acknowledgements
Cory Trépanier would also like to recognize One Oceans Expeditions for their travel support during the filming of Into the Arctic: Awakening and sponsorship of the INTO THE ARCTIC exhibition tour.
Paintings and photos: courtesy of Cory Trépanier
Into the Arctic | Teacher’s Guide | Contributors & Acknowledgements | Page 3
Nathalie CuerrierDirector, Circulation and Production
Javier FrutosDirector, Brand and Creative
Kathryn BarqueiroGraphic Designer
Jason MuscantDirector of Advancement
Tanya KirnishniSpecial Projects Editor
Canadian Geographic Enterprises
John G. GeigerChief Executive Officer
Ellen CurtisDirector of Education
Andrea BuchholzEducation Program Coordinator
Gilles GagnierChief Operating Officer and Publisher
Sara BlackManager, Education Programs
Michelle ChaputEducation Program Coordinator
The Royal Canadian Geographical Society
Sonetta Duncan Trépanier Originals / Studio Manager
Carolyn Trépanier BSW, B. Ed, OCT, Educational Consultant
Trépanier Originals
Into the Arctic | Teacher’s Guide | Table of Contents | Page 4
Table of Contents
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� FILM SYNOPSES
� ABOUT CORY TRÉPANIER
� OVERVIEW
� ARCTIC RESOURCES
� EXPEDITIONS MAP
� MODULE: ARCTIC GEOGRAPHY
� MODULE: HISTORY: ARCTIC EXPLORATION
� MODULE: HUMANITIES & SOCIAL SCIENCE: ARCTIC INDIGENOUS CULTURE
� MODULE: NATURAL SCIENCES & ENVIRONMENTAL STUDIES: ARCTIC CLIMATE & WILDLIFE
� MODULE: VISUAL ARTS: ARCTIC ART PROJECT
� MODULE: OUTDOOR EDUCATION: SURVIVAL SKILLS
� MODULE: CUMULATIVE LEARNING EXPERIENCE: ARCTIC ADVENTURE
� APPENDIX
5-6
7
8
9
10
11-22
23-29
30-36
37-48
49-62
63-73
74-76
77-79
Film Synopses
1 INTO THE ARCTIC: AN ARTIST’S JOURNEY TO THE NORTH (2007)
The compelling story of oil painter Cory Trépanier’s first leg of his multi-year quest to explore and paint the dramatic wilderness of the Canadian Arctic. Leaving their home in Southern Ontario, Trépanier and his family set off on a two-and-a-half-month-long journey, which takes them more than 20,000 kilometres across some of the least traveled regions of the country. After reaching the end of the road, they fly to the remote ocean-side community of Paulatuk, and trek another 72 kilometres before reaching the breathtaking canyons of the Brock River. With a tent for a home, they battle challenging weather as Trépanier lays paint to canvas, capturing the incredible Arctic landscape. Summer turns to fall on the tundra, caribou and grizzly bears are encountered, and he finds himself in the ancient, remote Arctic mountains of Ivvavik National Park, with a taste of winter in the air. Trépanier’s artistic and adventurous excursions engage the viewer, allowing us to experience this part of Canada in a moving way and inspiring us to better appreciate our planet.
Film duration: 47 minutes
2 INTO THE ARCTIC 2 (2011)
For years, artist Cory Trépanier has explored and painted some of the most wild places in Canada. Few have walked through these landscapes. Even fewer have captured them on canvas. Now, Trépanier is going further into a breathtaking Arctic wilderness to experience and paint a land that might never be the same again. After three months of filming, he has visited a dozen Arctic locations, many of which have never been painted or filmed before.
Join Trépanier as he brings a fresh perspective to the hidden treasures at the top of the world. This experience conveys the majesty of the North through stunning cinematography and the dramatic experiences of a passionate artist. Take a journey of adventure and discovery…deep Into The Arctic.
Film duration: 87 minutes
Into the Arctic | Teacher’s Guide | Film Synopsis | Page 5
Film Synopses
3 INTO THE ARCTIC: AWAKENING (2019)
For over a decade, the untamed beauty and the lure of the North have inspired artist Cory Trépanier to paint the Canadian Arctic. In preparation for a touring exhibition to premiere in Washington, D.C., Trépanier headed back to the Arctic on an expedition to complete his vision. But much has changed since he first went North. Shrinking sea ice is opening the door to a world hungry for Arctic resources. Remoteness can no longer protect this land or its people from the coming impacts. For nine weeks and 25,000 kilometres, Cory immersed himself in the Arctic—exploring with Inuit Elders; paddling the most northerly canoe route in North America; walking in the footsteps of early explorers John Rae and John Franklin; going on voyages through the Northwest Passage; and most importantly, deeply connecting with a changing land to bring it to the eyes of those who may never see it. With the future of the North at a crossroads, can a simple paintbrush bring the Arctic into the hearts and minds of others so far away?
Film duration: 77 minutes
Into the Arctic | Teacher’s Guide | Film synopses | Page 6
About Cory Trépanier
CORY TRÉPANIERArtist/Filmmaker/Explorer
Trépanier’s oil paintings and passionate films are conceived through extensive exploration into some of the wildest places on our planet.
His artistic expeditions have led him to tackle challenges few encounter, including: a knee-punishing trek on Ellesmere Island with a 55-kilogram backpack; enduring ravaging hordes of mosquitoes while painting at the edge of one of the highest waterfalls in the world above the Arctic Circle; being surrounded by Arctic wolves; canoeing around an iceberg with his easel to capture it from a unique point of view; and depicting Mount Logan, Canada’s highest mountain, from the Kluane icefields at an elevation of 3,000 metres... all for the sake of his art.
In 2001, Trépanier first began filming his expeditions, leading to five documentaries: A Painter’s Odyssey, Into The Arctic, Into The Arctic II (nominated for a Canadian Screen Award) and TrueWild: Kluane. His fifth film, Into The Arctic: Awakening, had its first public screening in Monaco before Prince Albert II.
INTO THE ARCTIC EXHIBITION TOUR
In January of 2017, Trépanier’s INTO THE ARCTIC Exhibition—an unprecedented collection of more than 50 canvases and three films—began touring for four years, with 12 museums on the itinerary to date. Created from over a decade of painting and exploring the Canadian North, it premiered at the Embassy of Canada in Washington, D.C. In 2018, its Canadian premiere was in Vancouver, B.C. In 2020, the collection will travel overseas for a European premiere in Monaco. Highlighting the collection is the 15-foot-wide Great Glacier, quite possibly the largest Arctic landscape painting in Canada’s history.
Trépanier has been featured in media around the globe, and his documentaries broadcast internationally, sharing his passion for the wild places that he explores and paints. Through his unique vision, expressed through art, films, public speaking, online media, and a forthcoming coffee table book in 2020, Cory inspires in others a deeper appreciation of our planet. Canadian Geographic named Trépanier one of Canada’s Top 100 Living Explorers. He is a fellow of The Royal Canadian Geographical Society and a member of The Explorers Club, receiving the Canadian chapter’s highest award, the Stefansson Medal. He is also a National Champion of the Great Trail.
Into the Arctic | Teacher’s Guide | About Cory Trépanier | Page 7
Overview
The learning modules provided in this resource can be adapted for all grade levels (grades K – 12) and are linked to the Canadian Geography Framework. They were developed to be used in conjunction with Cory Trépanier’s Into The Arctic film series. The learning modules provided in this teacher’s package cover multiple subject areas and were created as a starting point for teachers and their students to explore and learn more about the Arctic.
Here are two ways that the films can be used:
• The films can be screened in the classroom in their entirety.• Each module includes a list of selected clips, and links to access them online.
In addition to the modules developed for this curriculum, the Into The Arctic film series is well-suited to inquiry-based project exploration, where students can deepen their knowledge through independent investigation.
LEARNING MODULES:
• ARCTIC GEOGRAPHY Explore the unique geography of the Arctic and its key geographical features.
• HISTORY: ARCTIC EXPLORATION Learn about the adventures and challenges Arctic explorers endured during their voyages.
• HUMANITIES & SOCIAL SCIENCE: ARCTIC INDIGENOUS CULTURE Learn about the rich and diverse cultures in Canada’s Arctic.
• NATURAL SCIENCES & ENVIRONMENTAL STUDIES: ARCTIC CLIMATE & WILDLIFE Explore the Arctic’s natural environment through investigation of its wildlife, natural habitats, and the impact of climate change.
• VISUAL ARTS: ARCTIC ART PROJECT Learn about the artistic process and challenges of creating art in the Arctic, how nature inspires creativity, and create your own art.
• OUTDOOR EDUCATION: SURVIVAL SKILLS Learn how to develop important navigation and survival skills while out in the wilderness.
• CUMULATIVE LEARNING EXPERIENCE: ARCTIC ADVENTURE Apply your new knowledge of the Arctic from what you’ve learned through Trépanier’s Into The Arctic trilogy to plan and map your own Arctic adventure.
Into the Arctic | Teacher’s Guide | Overview | Page 8
Additional Arctic Resources
Use the following resources to assist students with research on an Arctic project or to continue their education about the Canadian Arctic.
• Cory Trépanier, Into The Arctic (intothearctic.ca)
Z Map of Cory Trépanier’s Arctic adventure (intothearctic.ca/about)
Z Gallery of Trépanier’s paintings from the films (intothearctic.ca/paintings)
• Canadian Geographic Arctic Circumpolar Tiled Map (education.canadiangeographic.ca)
• Google Earth (earth.google.com)
• Parks Canada (pc.ca)
• Inuit Tapiriit Kanatami (itk.ca)
• Canadian Museum of Nature: Extraordinary Arctic (nature.ca/en/arctic)
• Nunavut Climate Change Centre (climatechangenunavut.ca)
• Canadian Space Agency: Space serving the Arctic and the Great Canadian North (asc.csa.gc.ca)
• Polar Routes: The 9 Greatest Polar Explorers (polarroutes.co.uk)
• National Snow and Ice Data Centre (nsidc.ca)
• Polar Imperative (education.canadiangeographic.ca)
• NASA: Global Climate Change (climate.nasa.gov)
• Google Street View (free app to download and access 360° images)
Into the Arctic | Teacher’s Guide | Additional Arctic Resources | Page 9
Expeditions Map
Spanning 1.5 million square kilometres, the Canadian Arctic is a land of extremes. To capture the beauty and breadth of this region, Cory Trépanier undertook four expeditions to paint the furthest reaches of the North.
With a pack full of painting, filming, and camping gear, he traversed over 40,000 kilometres, through 6 Arctic National Parks and 16 Arctic communities, and explored many more places in between. He travelled by plane, helicopter, ship, boat, canoe, and on foot, often stripping back day-to-day accoutrements to the basics of hiking boots, food, and a tent, in order to immerse himself in his subject.
Explore the map to learn more about Trépanier’s journeys through this wild region of our planet. A larger version of this map can be downloaded on the education resource homepage (cangeoeducation.ca/ITA/) or go to page 80 to access a full sized map.
Into the Arctic | Teacher’s Guide | Expeditions Map | Page 10
Quttinirpaaq
Sirmilik
Auyuittuq
Ukkusiksalik
TuktutNogait
Aulavik
Ivvavik
Kluane
Vuntut
BAFFIN BAYBAIE DE BAFFIN
Vict
oria
Stra
it
Détro
it de
Vic
toria
FOXE BASINBASSIN DE FOXE
HUDSON BAYBAIE D’HUDSON
Foxe Channel
Canal Foxe
Hudson StraitDétroit d’Hudson
DAVIS STRAITD’ETROIT DE DAVIS
GULF OF BOOTHIAGOLFE DE BOOTHIA
Lancaster Sound
Son Lancaster
Nar
es S
trai
t D
étro
it de
Nar
es
M’Clure Strait
Détroit de M’Clure
M’ Clintok Channel
Canal M’ Clintok
BEAUFORT SEAMER DE BEAUFORT
Amundsen GulfGolfe d’amundsen
Viscount Melville SoundVicomte de Melville PARRY CHANNEL CANAL PARRY
Clyde River
Naujaat
Rankin Inlet
Yellowknife
Norman Wells
Inuvik
Resolute
Cambridge Bay
Arctic Bay Pond Inlet
Iqaluit
Sachs Harbour
Bathurst Inlet
Qikiqtarjuaq
Paulatuk
Pangnirtung
Grise Fiord
Ellesmere IslandÎle d’Ellesmere
Banks IslandÎle Banks
Baffin IslandÎle de Baffin
Vicoria IslandÎle Victoria
Devon IslandÎle Devon
Axel Heiberg IslandÎle Axel Heiberg
Bylot IslandÎle Bylot
Somerset IslandÎle Somerset
Boothia PeninsulaPéninsule Boothia
Southhampton IslandÎle Southhampton
King William IslandÎle King William
Expedition Route 1Itinéraire de l’expédition 1
Expedition Route 2Itinéraire de l’expédition 2
Expedition Route 3Itinéraire de l’expédition 3
Expedition Route 4Itinéraire de l’expédition 4
Painting LocationsLieux de peinture
National Park - parc national
0 300(km)
(mi)0 200
LEGEND • LEGENDE
YUKON
NORTHWEST TERRITORIESTERRITOIRES DU NORD-OUEST
NUNAVUT
CANADA
Arctic Circle
Cercle polaire arctique
INTO THE ARCTIC
EXPEDITIONSSpanning 1.5 million square kilometres, the
Canadian Arctic is a land of extremes. To capture the beauty and breadth of this region, Cory
Trépanier undertook four expeditions topaint the furthest reaches of the North.
With a pack full of painting, filming, and camping gear, he traversed over 40,000 kilometres, through 6 Arctic National Parks and 16 Arctic communities, and explored many more
places in between. He travelled by plane, helicopter, ship, boat, canoe, and on foot, often stripping back day-to-day
accoutrements to the basics of hiking boots, food, anda tent, in order to immerse himself in his subject.
Explore the map to learn more about Trépanier’sjourneys through this wild region of our planet
THE LANDSCAPEThe Canadian Arctic is a vast land, made up of an archipelago of over 35,000 islands at the geographical apex of North America. It’s panoramic landscapes include mountains, glaciers, icebergs, polar deserts, endless tundra, ephemeral flora, untouched rivers, rugged coastlines, and rocks of every size and shape, presenting endless artistic challenges.
LE PAYSAGEL’Arctique canadien est une vaste étendue qui est formée d’un archipel de plus de 35 000 îles et est située au pôle géographique de l’Amérique du Nord. Parmi ses paysages panoramiques offrant des défis artistiques illimités, on trouve des montagnes, des glaciers, des icebergs, des déserts polaires, une toundra sans fin, une flore éphémère, des rivières intactes, un littoral accidenté et des rochers de toutes tailles et de toutes formes.
EXPLORATIONTrépanier’s expeditions began with extensive research, route planning, gear testing, and food dehydration. In the field, his travel companions varied: his wife and two daughters; a single cameraperson; Parks Canada staff; Arctic outfitters; and the Inuit, whose generations on the land brought rich layers of experience to his journeys.
EXPLORATIONLes expéditions de Trépanier ont commencé par des recherches approfondies, la planification des itinéraires, la mise à l’essai du matériel et la déshydratation des aliments. Sur le terrain, ses compagnons de voyage n’ont pas toujours été les mêmes : sa femme et ses deux filles; un seul caméraman; du personnel de Parcs Canada; des pourvoyeurs dans l’Arctique; et, des Inuits dont les générations à vivre sur cette terre ont apporté une riche somme d’expérience à ses voyages.
HISTORYWalking in the steps of past explorers, such as Adolphus Greely (1844 - 1935) and John Franklin (1786 - 1847), Trépanier painted in historic places across the Arctic, where remnants of the past exist in the form of outposts, stone houses, archeological sites, and graves.
HISTOIREEn marchant dans les traces d’explorateurs du passé comme Adolphus Greely (1844-1935) et John Franklin (1786-1847), Trépanier a peint dans des lieux historiques de l’Arctique, là où des vestiges du passé existent sous la forme d’avant-postes, de maisons de pierres, de sites archéologiques et de tombes.
WILDLIFEIn the remoteness of the Arctic, wildlife rarely encounter humans and as a result are often curious. Because of this, Trépanier had face-to-face encounters with Arctic wolves, experienced the unsettling gaze of watchful polar bears, witnessed muskox butt heads up close, and watched falcons hunt overhead.
FAUNEDans l’éloignement de l’Arctique, la faune aperçoit rarement des humains, de sorte que les animaux sont souvent curieux. Trépanier a donc vécu des rencontres face à face avec des loups arctiques, a expérimenté le regard inquiétant d’ours polaires aux aguets, a vu des bœufs musqués s’approcher de très près et a observé dans le ciel des faucons en train de chasser.
CHALLENGESHeavy packs, gruelling treks, ravaging hordes of mosquitoes, extreme weather, the threat of polar bears and timber wolves, remoteness, and sleep deprivation from 24-hour daylight, were part and parcel of Trépanier’s Arctic painting expeditions. Each finished canvas, initially begun as a “plein air” study, is a reminder and a reward for the struggle.
DÉFISDifférents éléments ont fait partie intégrante des expéditions de peinture de Trépanier dans l’Arctique : équipement lourd, randonnées éreintantes, nuées de moustiques nuisibles, températures extrêmes, menace des ours polaires et des loups ordinaires de l’est, éloignement et privation de sommeil quand il fait jour pendant 24 heures. D’abord amorcée comme une étude en « plein air », chaque toile terminée est un rappel de cette lutte et sa récompense.
Couvrant 1,5 million de kilomètres carrés, l’Arctique canadien est une contrée des extrêmes. Pour saisir l’étendue de ce territoire, Cory Trépanier a effectué quatre expéditions pour peindre les régions les plus éloignées du Nord.
Transportant un sac rempli de matériel de peinture, de tournage et de camping, il a parcouru plus de 40 000 km, traversé six parcs nationaux et seize collectivités de l’Arctique, et exploré beaucoup plus d’endroits en chemin. Il s’est déplacé en avion,en hélicoptère, en bateau gros et petit, en canoë et à pied; pour se plonger dans son sujet, il s’est souvent dépouillé d’accessoires quotidiens pour ne garder que l’essentiel: des chaussures de randonnée, de la nourriture et une tente.
Explorez la carte pour en apprendre davantage sur les expéditions de Trépanier dans cette région sauvagede notre planète.
“Like some of the great figures in polar exploration history, Cory Trépanier combines the courage and adventurousness of an explorer with the exacting skill and powerful creative vision of an artist.” “Comme certaines des grandes figures de l’histoire de l’exploration polaire, Cory Trépanier allie le courage et l’esprit d’aventure d’un explorateur aux compétences exigeantes et à la puissante vision créative d’un artiste.”
John Geiger, Chief Executive Officer / chef de la direction, The Royal Canadian Geographical Society / Société géographique royale du Canada, Canadian Geographic Enterprises
Into the Arctic | Teacher’s Guide | Arctic Geography | Page 11
ARCTIC GEOGRAPHY
Grade level: K-12 (this module can be adapted for all grade levels)
Time: Approximately 75 minutes (can be adapted for multiple class periods)
Learning Goals Z Students will learn about the variety of Arctic landscapes through Trépanier’s films and art.
Z Students will investigate further into national parks visited by Trépanier.
Z Students will learn about “green” tourism and the unique geographical features of the Arctic.
Film Trilogy Linkvimeo.com/channels/itaarcticgeography
Materials Z Arctic geography film segment list (included)
Z National park template (Appendix 1, page 77)
Z Student notebooks Z Computers (for research and to view segments from Trépanier’s films)
Z Art supplies for promotional materials, such as crayons, coloured pencils, paper (as needed)
Overview In this activity, students will explore the unique geography of the Arctic, learn about its landforms and key geographical features, and discuss how climate change will impact the geography of the Arctic.
Focus questionsHow would you describe the geography of the Canadian Arctic? What makes it unique compared to the rest of Canada and how can we protect this land from future climate-related impacts?
Lesson DescriptionMinds on: Students will watch various segments from Trépanier’s film series that show a variety of geographical landforms and landscapes he visited throughout the Arctic.
Action: Students will be placed in small groups and each group will select one national park Trépanier visited during his travels and research more about this place. Students will create either a brochure, a one-minute film clip, or a website to encourage tourists to visit their chosen park.
Conclusion: Students will share their promotional materials with the rest of the class.
Into the Arctic | Teacher’s Guide | Arctic Geography | Page 12
ARCTIC GEOGRAPHY
Connection to the Canadian Geography Framework
Concepts of Geographic Thinking
Z Patterns and trends Z Geographic perspectives
Inquiry Process
Z Gather and organize Z Interpret and analyze Z Communicate
Geospatial Skills
Z Foundational elements Z Spatial representations
Minds on Once students have watched Trépanier’s film series, ask them about their overall impression of the Arctic and which locations stood out as unique and why. Explain that the Arctic is a diverse and unique place to visit— as witnessed in his travels. It also changes from season to season, and with ongoing global warming and the predicted effects it will have on the climate, the North is changing faster than expected. Ask students what they know about these challenges. As students explore geography in this module, encourage them to keep these challenges in mind.
Next, as a class, list some of the types of places Trépanier visited throughout his adventure. The list should include the following:
• Fiord
• Island
• River
• Glacier
• Historic site
• National park
• Lake
• Mountain
• Town
Using this list, allow time for students to go back and explore what these places looked like, how Trépanier described them, and what stood out as unique. Have students select five words from their list and record their comments in their notebooks or online in a shared Google document. Use the Arctic Geography film segment list to help students find these places in the films.
Discussion questions:
• What do students already know about the Arctic and what is something they would like to learn more about?
• Which location from the films would students like to visit? Why?
• What surprised students about the Arctic landscape?
• How would students describe the geography of the Arctic?
• What links could students make between the Arctic and climate change?
Into the Arctic | Teacher’s Guide | Arctic Geography | Page 13
ARCTIC GEOGRAPHY
Action Bring attention to the Into the Arctic map which highlights each place Trépanier visited throughout his journey (intothearctic.ca/about). Once students are more familiar with some of the landforms and geography of the Arctic, explain that they will select and research a national park in the Arctic that Trépanier has visited. Throughout Trépanier’s adventure, he visited six national parks in Canada’s Arctic:
• Tuktut Nogait National Park
• Ivvavik National Park
• Auyuittuq National Park
• Quttinirpaaq National Park
• Sirmilik National Park
• Aulavik National Park
Divide students into six groups and give each group a different national park. Explain that each group will be responsible for promoting “green” tourism in their park and to do this they must feature the unique geography of their park and the various activities tourists can do within it. Students can promote their park in a variety of ways, such as:
• Printed Brochure
• One-minute video segment
• Website (using free platforms such as Google Sites)
Explain to students that their promotional material must highlight an aspect of their park that is affected by climate change in some way, as well as the steps being taken by the park to reduce the carbon/environmental footprint of its employees and visitors.
Using the national park template (appendix 1, page 77) as a guide, allow time for students to research their national park, fill in their template, and determine how they wish to promote “green” tourism in their park.
Conclusion and Consolidation Set aside time for each group to share their promotional materials with the rest of the class. Once everyone has presented, have a class discussion about how the geography of these parks is similar/different. Ask students why national parks are important. Finally, conclude the lesson by discussing the challenges mentioned at the beginning of this module about the effect climate change is having on the Arctic.
Into the Arctic | Teacher’s Guide | Arctic Geography | Page 14
Discussion questions:
• How will climate change impact the geography of their national park and of the Arctic?
• How can “green” tourism benefit the Arctic?
• How can tourism benefit an environment but also harm it?
• What can students do to help, raise awareness, or better prepare for these changes?
Extend your geographical thinking Now that students have learned about the geography of the Arctic, apply what students learned to your province/territory and your local area. What unique geographical features are present around your local community? What makes them unique? How were they formed? Explore the natural geography of your local surroundings and, if possible, arrange a field trip to see them, collect data, and map the geography of their local area.
ModificationsFor younger grades: Teachers can select one of the three promotional methods and have all students complete the same type. Teachers can also arrange to watch the film segments as a class, followed by discussion to ensure all students are staying on task and understand the topic at hand.
For older grades: Students are given the choice to work in groups or individually and are given a random national park to research and present.
Additional: Have students explore their national park using Google Earth or Google Cardboard VR. Parks Canada has been collecting 360-degree images in all of Canada’s national parks. Arrange for students to virtually visit their national park to aid in the development of promotional materials. To access the 360-degree images students will need to download Google Street View app onto their handheld device.
Assessment OpportunitiesTeachers can assess:
• how successful students are at brainstorming Arctic geographical features and participating in the class discussion on the Arctic.
• the final product and hold conferences with students to further explore their project.
• how students interact and work together in groups.
Students can assess their peers on how they contribute to their assignment.
Teacher can provide each group with an assignment mark that contributes to their final grade.
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4m 5
8s
10m
0s
13m
26s
15m
26s
37m
27s
40m
8s
41m
19s
43m
36s
0m 4
3s
5m 2
s
2m 1
6s
1m 3
0s
#VA
LUE!
2m 3
4s
1m 1
1s
2m 1
6s
Nor
thw
este
rn
Brit
ish
Colu
mbi
a
Daw
son
City
, Yuk
on
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Dem
pste
r Hig
hway
, Yu
kon
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Brit
ish
Mou
ntai
ns,
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
1. R
ocky
Mou
ntai
ns, N
orth
wes
tern
B
ritis
h Co
lum
bia
1. D
awso
n C
ity, Y
ukon
(to
wn)
2.
Dem
pste
r Hig
hway
(to
wn)
3.
Pee
l & M
acke
nzie
Riv
ers
(riv
er)
4. In
uvik
(to
wn)
1. P
aula
tuk
(tow
n)
- Des
pite
the
new
tech
nolo
gy (
eg. h
igh-
spee
d in
tern
et)
bein
g in
trod
uced
, wha
t do
the
Inuv
ialu
it sp
end
mos
t of t
heir
timin
g do
ing?
- W
hat i
s th
e In
uvia
luit
diet
? H
ow d
o th
ey
prep
are
it?
1. A
rctic
Oce
an
1. D
emps
ter H
ighw
ay (
tow
n)
1. M
acke
nzie
Del
ta (
wat
erw
ays)
- O
ver a
fifth
of C
anad
a’s
wat
er d
rain
s ou
t to
the
Arc
tic O
cean
thro
ugh
this
maz
e of
ch
anne
ls a
nd la
kes.
2.
Ivva
vik
Nat
iona
l Par
k (N
atio
nal P
ark)
- I
vvav
ik w
as e
stab
lishe
d in
par
t to
prot
ect
a po
rtio
n of
the
calv
ing
grou
nds
of th
e Po
rcup
ine
Carib
ou h
erd
that
ear
lier i
n th
e ye
ar w
ould
hav
e cr
osse
d th
e Fi
rth
in d
rove
s of
ove
r 100
,000
- W
hat i
s th
e gr
ound
like
in th
e A
rctic
and
w
hy is
it d
ifficu
lt fo
r pla
nt-li
fe to
gro
w?
1. Iv
vavi
k N
atio
nal P
ark
1. B
ritis
h M
ount
ains
(m
ount
ain)
- Wha
t are
“to
rs”
and
how
do
the
B
ritis
h M
ount
ains
avo
id c
hang
ing
im
pact
s of
gla
ciat
ion?
FILM
IT
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A 2
FILM
IT
A 3
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P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
AR
CTI
C G
EOG
RA
PHY
FILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
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P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
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DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 1
6
√ √ √ √ √ √ √ √
ITA
2 - 0
h 2m
11s
ITA
2 - 0
h 3m
43s
ITA
2 - 0
h 5m
34s
ITA
2 - 0
h 8m
0s
ITA
2 - 0
h 12
m 1
2s
ITA
2 - 0
h 17
m 5
9s
ITA
2 - 0
h 23
m 4
3s
ITA
2 - 0
h 26
m 4
3s
131s
3m 4
3s
5m 3
4s
8m 0
s
12m
12s
17m
59s
23m
43s
26m
43s
198s
5m 2
3s
7m 5
8s
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1s
14m
55s
20m
45s
25m
27s
28m
47s
67s
1m 4
0s
2m 2
4s
2m 1
s
2m 4
3s
2m 4
6s
1m 4
4s
2m 4
s
Pang
nirt
ung
&
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Mou
nt T
hor,
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Qik
iqta
rjuaq
, Baf
fin
Isla
nd, N
unav
ut
Coro
natio
n Fi
ord,
A
uyui
ttuq
Nat
iona
l Pa
rk, B
affin
Isla
nd,
Nun
avut
Cly
de R
iver
, Baf
fin
Isla
nd, N
unav
ut
Sam
For
d Fi
ord,
B
affin
Isla
nd,
Nun
avut
1. A
uyui
ttuq
Nat
iona
l Par
k (n
atio
nal p
ark)
- Wha
t is
the
larg
est i
slan
d in
Can
ada?
AN
S: B
affin
Isla
nd2.
Pan
gnirt
ung
(tow
n)3.
Baf
fin Is
land
(is
land
)
1. N
atio
nal P
ark
1. A
uyui
ttuq
Nat
iona
l Par
k (m
ap:
Pang
nirt
ung
to M
ount
Tho
r)- W
hat d
oes
“Auy
uitt
uk”
mea
n in
the
nativ
e In
uktit
uk la
ngua
ge?
AN
S: T
he L
and
That
Nev
er M
elts
2.
Mou
nt T
hor
1. M
ount
Tho
r
1. Q
ikiq
tarju
aq (
tow
n)- W
hat i
s th
e po
pula
tion
of Q
ikiq
tarju
aq?
AN
S: 5
00 p
eopl
e- W
hat i
s Q
ikiq
tarju
aq k
now
n as
?A
NS:
“Ic
eber
g A
lley”
1. C
oron
atio
n Fi
ord
2. P
enny
Ice
Cap
3. M
ap: A
uyui
ttuq
Nat
iona
l Par
k (f
rom
Q
ikiq
tarju
aq to
Cor
onat
ion
Fior
d)
1. M
ap: C
lyde
Riv
er
1. S
am F
ord
Fior
d
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OD
E
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RT
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ECO
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END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
AR
CTI
C G
EOG
RA
PHY
FILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 1
7
√ √ √ √ √
ITA
2 - 0
h 31
m 5
6s
ITA
2 - 0
h 34
m 3
9s
ITA
2 - 0
h 38
m 4
0s
ITA
2 - 0
h 41
m 0
6s
ITA
2 - 0
h 46
m 5
4s
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56s
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39s
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59s
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51s
45m
2s
48m
58s
1m 1
2s
2m 2
0s
2m 1
1s
3m 5
6s
2m 4
s
Res
olut
e B
ay
& Q
uttin
irpaa
q N
atio
nal P
ark,
El
lesm
ere
Isla
nd,
Nun
avut
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Hen
riett
a N
esm
ith
Nes
mith
Gla
cier
, La
ke H
azen
, Q
uttin
irpaa
q N
atio
nal P
ark,
El
lesm
ere
Isla
nd,
Nun
avut
Lake
Haz
en,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Tanq
uary
Fio
rd,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
1. M
ap: B
affin
Isla
nd to
Qut
tinirp
aaq
Nat
iona
l Par
k; L
ake
Haz
en- H
ow fa
r is
Elle
smer
e Is
land
from
the
Nor
th P
ole?
AN
S: 8
00km
- Elle
smer
e Is
land
is th
e si
ze o
f Sw
eden
2. M
ap: L
ake
Haz
en- L
ake
Haz
en is
the
larg
est l
ake
in th
e w
orld
ab
ove
the
Arc
tic C
ircle
.- L
ake
Haz
en is
hom
e to
the
Hen
riett
a N
esm
ith G
laci
er3.
Res
olut
e B
ay (
tow
n)
1. Q
uttin
irpaa
q N
atio
nal P
ark
(nat
iona
l par
k)- H
ow b
ig is
Qut
tinirp
aaq
Nat
iona
l Par
k?A
NS:
37,
777
squa
re k
m
1. H
enrie
tta
Nes
mith
Nes
mith
Gla
cier
1. L
ake
Haz
en- a
ther
mal
oas
is in
the
mid
dle
of a
pol
ar
dese
rt, r
ecei
ving
less
an
inch
of r
ain
per y
ear.
“The
mas
sive
lake
bas
in h
elps
to c
reat
e ab
ove
aver
age
tem
pera
ture
s, s
omet
imes
ex
ceed
ing
20 d
egre
es C
elsi
us. B
ut th
at
chan
ges
as w
e hi
ke a
long
the
glac
ier,
who
se
shee
r mas
s of
ice
crea
tes
its o
wn
cold
w
eath
er s
yste
m.”
1. T
anqu
ary
Fior
d“T
he W
arde
n St
atio
n he
re, a
s w
ith th
e tw
o ot
hers
in th
e pa
rk, w
ere
built
ove
r 50
year
s ag
o by
Can
ada’
s D
efen
se R
esea
rch
Boa
rd.”
2. O
meg
a La
kes
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TIM
ECO
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DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
AR
CTI
C G
EOG
RA
PHY
FILM
SEG
MEN
T LI
ST
FILM
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AM
E FI
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IMEC
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E
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RT
FILM
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ECO
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FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 1
8
√ √ √ √ √ √ √ √
ITA
2 - 0
h 50
m 5
4s
ITA
2 - 0
h 52
m 0
s
ITA
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h 55
m 7
s
ITA
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h 56
m 5
s
ITA
2 - 0
h 57
m 2
2s
ITA
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m 1
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ITA
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h 59
m 1
3s
ITA
2 - 1
h 0m
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54s
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0s
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5s
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13s
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43s
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2s
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50s
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12s
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11s
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19s
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2m 5
3s
0m 5
5s
0m 4
5s
0m 5
0s
0m 5
7s
1m 1
6s
2m 3
6s
Mac
Don
ald
Riv
er
Valle
y, Q
uttin
irpaa
q N
atio
nal P
ark,
El
lesm
ere
Isla
nd,
Nun
avut
Fort
Con
ger,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Mac
Don
ald
Riv
er,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Tanq
uary
Fio
rd &
M
acD
onal
d R
iver
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
“Bat
hurs
t Inl
et &
Wilb
erfo
rce
Falls
, N
unav
ut”
Bat
hurs
t Inl
et,
Nun
avut
Bat
hurs
t Inl
et,
Nun
avut
Wilb
erfo
rce
Falls
, N
unav
ut
1. M
acD
onal
d R
iver
Val
ley
1. F
ort C
onge
r
1. M
acD
onal
d R
iver
Val
ley
1. E
llese
mer
e Is
land
1. B
athu
rst I
nlet
(to
wn)
2. M
ap: E
llesm
ere
Isla
nd to
Bat
hurs
t Inl
et to
W
ilber
forc
e Fa
lls3.
Wilb
erfo
rce
Falls
1. B
athu
rst I
nlet
1. B
athu
rst I
nlet
1. W
ilber
forc
e Fa
lls
FILM
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E
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ECO
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END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
AR
CTI
C G
EOG
RA
PHY
FILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 1
9
√ √ √
√ √ √ √
ITA
2 - 1
h 8m
16s
ITA
2 - 1
h 16
m 3
s
ITA
2 - 1
h 18
m 9
s
ITA
3 - 0
h 0m
44s
ITA
3 - 0
h 3m
8s
ITA
3 - 0
h 6m
0s
ITA
3 - 0
h 10
m 2
8s
68m
16s
76m
3s
78m
9s
0m 4
4s
3m 8
s
6m 0
s
10m
28s
70m
30s
77m
51s
81m
34s
2m 5
5s
4m 5
7s
7m 3
7s
13m
3s
2m 1
4s
1m 4
8s
3m 2
5s
2m 1
1s
1m 4
9s
1m 3
7s
2m 3
5s
Pond
Inle
t, Si
rmili
k N
atio
nal P
ark,
B
affin
Isla
nd &
Byl
ot
Isla
nd, N
unav
ut
Oliv
er S
ound
, Si
rmili
k N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Pond
Inle
t, Si
rmili
k N
atio
nal P
ark,
B
affin
Isla
nd &
Byl
ot
Isla
nd, N
unav
ut
Cana
dian
Arc
tic
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
1. S
irmili
k N
atio
nal P
ark
(nat
iona
l par
k)2.
Map
: Pon
d In
let
3. P
ond
Inle
t, B
affin
Isla
nd (
tow
n)4.
Map
: Pon
d In
let t
o Ta
y B
ay5.
Tay
Bay
, Byl
ot Is
land
1. O
liver
Sou
nd2.
Map
: Pon
d In
let,
dow
n O
liver
Sou
nd
1. M
ap: P
ond
Inle
t, ac
ross
Byl
ot Is
land
1. C
anad
ian
Arc
tic2.
Map
: Nor
thw
est P
assa
ge, B
anks
Isla
nd,
Hud
son
Bay
, Fro
bish
er B
ay
1. M
ap: B
anks
Isla
nd &
Aul
avik
Nat
iona
l Par
k &
Tho
mse
n R
iver
- Wha
t doe
s “A
ulav
ik”
mea
n?A
NS:
“pl
ace
whe
re p
eopl
e tr
avel
”- H
ow lo
ng d
oes
the
Thom
sen
Riv
er fl
ow?
AN
S: 1
60,0
00km
2. S
achs
Har
bour
, Ban
ks Is
land
, NW
T- W
hat’s
the
only
com
mun
ity o
n B
anks
Isla
nd
calle
d? A
nd w
hat’s
the
popu
latio
n?A
NS:
Sac
hs H
arbo
ur (
112)
1. T
hom
sen
Riv
er, B
anks
Isla
nd
1. T
hom
sen
Riv
er, B
anks
Isla
nd
FILM
IT
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ECO
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FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
AR
CTI
C G
EOG
RA
PHY
FILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
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A 3
CLI
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LM T
IMEC
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DE
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DE
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ION
LOC
ATIO
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CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 2
0
√ √ √ √ √ √ √
ITA
3 - 0
h 13
m 3
2s
ITA
3 - 0
h 14
m 4
9s
ITA
3 - 0
h 15
m 5
8s
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h 22
m 4
4s
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h 26
m 4
6s
ITA
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h 29
m 2
3s
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3 - 0
h 33
m 4
7s
13m
32s
14m
49s
15m
58s
22m
44s
26m
46s
29m
23s
33m
47s
14m
49s
15m
35s
18m
7s
25m
0s
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13s
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27s
38m
42s
1m 1
7s
0m 4
6s
2m 9
s
2m 1
6s
2m 2
7s
1m 4
s
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5s
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d H
ill, A
ulav
ik
Nat
iona
l Par
k,
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ks Is
land
, N
orth
wes
t Te
rrito
ries
Mus
kox
Riv
er
& H
ead
Hill
, A
ulav
ik N
atio
nal
Park
, Ban
ks
Isla
nd, N
orth
wes
t Te
rrito
ries
Hea
d H
ill, A
ulav
ik
Nat
iona
l Par
k,
Ban
ks Is
land
, N
orth
wes
t Te
rrito
ries
Iqal
uit,
Baf
fin Is
land
, N
unav
ut
Nau
jaat
, Nun
avut
Nau
jaat
, Nun
avut
Fort
Hop
e, N
orth
Po
le R
iver
, Nun
avut
1. M
usko
x R
iver
2. H
ead
Hill
- Wha
t can
you
find
on
Hea
d H
ill?
AN
S: 5
00 m
usko
x sk
ulls
, 29
food
cac
hes
&
17 te
nt ri
ngs
(kill
site
s fr
om e
arly
set
tlers
)
1. H
ead
Hill
2. M
usko
x R
iver
1. T
he A
rctic
(ge
nera
l)- S
un d
oesn
’t se
t (24
-hr c
lock
)
1. M
ap: I
qalu
it - s
outh
end
of B
affin
Isla
nd2.
Iqal
uit (
tow
n)“F
or th
ousa
nds
of y
ears
, the
Inui
t hav
eca
mpe
d in
this
regi
on k
now
n as
‘pla
ce o
fm
any
fish’
. With
alm
ost 8
,000
peo
ple
now
,ke
epin
g al
ive
the
rich
hist
ory
of li
ving
off
the
land
, is
a gr
owin
g ch
alle
nge.
”
1. M
ap: R
ankl
in In
let,
Nau
jaat
, Ukk
usik
alik
N
atio
nal P
ark
2. N
auja
at, f
orm
ally
Rep
ulse
Bay
- for
mal
ly k
now
n as
Rep
ulse
Bay
- onl
y co
mm
unity
in N
unav
ut to
lie
dire
ctly
on
the
Arc
tic C
ircle
.- 1
000
resi
dent
s, m
any
desc
enda
nts
of T
hule
pe
ople
(fr
om 4
00 y
ears
ago
)
1. N
auja
at
1. F
ort H
ope
FILM
IT
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IT
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ATIO
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CAT
ION
AL
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AR
CTI
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RA
PHY
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SEG
MEN
T LI
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IT
A 1
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IT
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DU
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ATIO
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GS
& E
DU
CAT
ION
AL
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Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 2
1
√ √ √ √ √ √ √ √ √
ITA
3 - 0
h 38
m 4
2s
ITA
3 - 0
h 42
m 1
6s
ITA
3 - 0
h 45
m 3
6s
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h 50
m 7
s
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3 - 0
h 53
m 4
0s
ITA
3 - 0
h 55
m 4
5s
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3 - 0
h 58
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5s
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3 - 1
h 0m
6s
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3 - 1
h 3m
10s
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10s
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12s
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20s
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5s
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11s
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17s
3m 2
2
3m 2
0s
4m 3
0s
3m 5
s
1m 4
4s
2m 3
5s
1m 3
0s
3m 5
s
2m 7
s
Fort
Hop
e, N
orth
Po
le R
iver
, Nun
avut
Har
bour
Isla
nds,
N
unav
ut
Arc
tic B
ay, B
affin
Is
land
, Nun
avut
Res
olut
e B
ay,
Corn
wal
lis Is
land
, N
unav
ut
Bee
chey
Isla
nd &
D
evon
Isla
nd,
Nun
avut
Bee
chey
Isla
nd,
Nun
avut
Casw
ell T
ower
, R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
Casw
ell T
ower
, R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
Dun
das
Har
bour
, D
evon
Isla
nd,
Nun
avut
1. H
arbo
ur Is
land
s, N
unav
ut (
isla
nd)
- Why
wer
e Sc
ottis
h &
Am
eric
an s
hips
lure
d to
this
are
a?A
NS:
In s
earc
h of
the
bow
head
wha
le
1. H
arbo
ur Is
land
s, N
unav
ut (
isla
nd)
- Wha
t was
Mur
ray’
s sh
ip c
alle
d?A
NS:
Per
seve
ranc
e
1. M
ap: N
auja
at, A
rctic
Bay
2. A
rctic
Bay
(to
wn)
- Pop
ulat
ion:
850
peo
ple
- 600
ft h
igh
red
cliff
s ris
ing
from
the
ocea
n
1. M
ap: A
rctic
Bay
to R
esol
ute
Bay
, ove
r La
ncas
ter S
ound
2. R
esol
ute
Bay
(ba
y)3.
Cap
e H
otha
m
1. B
eech
ey Is
land
1. E
rebu
s B
ay2.
Ter
ror B
ay- B
ays
nam
ed a
fter F
rank
lin’s
two
ship
s?A
NS:
Ere
bus
and
Terr
or B
ay
1. C
asw
ell T
ower
, Rad
stoc
k B
ay- D
evon
Isla
nd: l
arge
st u
ninh
abite
d is
land
on
ear
th; T
hule
peo
ple
lived
ther
e ov
er 1
000
year
s ag
o
1. N
orth
wes
t Pas
sage
2. D
unda
s H
arbo
ur
1. D
unda
s H
arbo
ur
FILM
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IT
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IT
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IMEC
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RT
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TIM
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TIM
ECO
DE
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RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
AR
CTI
C G
EOG
RA
PHY
FILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
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P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
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DE
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TIM
ECO
DE
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RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 2
2
√ √
ITA
3 - 1
h 6m
14s
ITA
3 - 1
h 7m
55s
66m
14s
67m
55s
67m
54s
1h 1
3m 3
7s
1m 4
0s
0h 5
m 4
2s
Gib
bs F
iord
, Baf
fin
Isla
nd, N
unav
ut
Was
hing
ton,
D.C
., U
SA
1. G
ibbs
Fio
rd
1. C
oron
atio
n Fi
ord,
Baf
fin Is
land
2. W
ashi
ngto
n, D
.C.,
USA
FILM
IT
A 1
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IT
A 2
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IT
A 3
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P N
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E FI
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ATIO
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& E
DU
CAT
ION
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INFO
Overview Students will learn about the adventures of early Arctic explorers and the challenges they encountered.
Focus questionWhat challenges did Arctic explorers encounter as they travelled through the Arctic?
Lesson DescriptionMinds on: Students will see places early Arctic explorers visited by watching select segments from Trépanier’s film series.
Action: Students will select one Arctic explorer and create a brief biography about them and map their route.
Conclusion: Students will write a letter home from the perspective of their explorer, outlining their experiences.
Minds onAsk students to close their eyes and travel back in time 200 years. Although many Indigenous Peoples were already living on the land at this time, the Dominion of Canada had not yet been formed and little was known about the Arctic. How did people communicate, travel, dress, cook and collect information 200 years ago (consider communication between Indigenous communities and European communities)? Ask students to think about how they would prepare for a voyage back in the day to a place few people have visited and discuss these ideas in small groups, followed by a larger class discussion. Have students keep in mind the resources at the time.
Explain to students that exploring the Arctic was something many explorers dreamed about but few accomplished because of how dangerous it was. Ask students what factors would make these voyages dangerous and compare them with the types of dangers Trépanier encountered throughout his journey.
Grade levelK-12 (Can be adapted for all grade levels)
TimeApproximately 75 minutes (can be adapted for multiple class periods)
Learning Goals Z Students will learn about the rich history of the Canadian Arctic and the Inuit who live there by observing places visited by Trépanier through his film series.
Z Students will discover Arctic exploration by selecting an explorer and mapping their voyage.
Film Trilogy Clips Linkvimeo.com/channels/itahistory
Materials Z Arctic exploration film segment list (included)
Z Arctic exploration template (Appendix 2, page 35)
Z Computers (for research) Z String/yarn (optional)
Into the Arctic | Teacher’s Guide | History: Arctic Exploration | Page 23
HISTORY: ARCTIC EXPLORATION
During Trépanier’s travels, he visited places named after certain Arctic explorers. As a class, watch clips about the following to learn more. If time allows, watch the additional segments provided at the end of this activity in the film segment list.
• Adolphus Greely (Into the Arctic II)
• Wilberforce Falls (Into the Arctic II)
• John Franklin (Into the Arctic: Awakening)
• John Rae (Into the Arctic: Awakening)
• A.Y. Jackson (Into the Arctic: Awakening)
Discussion questions:
• Why did these early explorers travel to the Arctic? How did they travel?
• How do you think their families felt about them leaving? What did you think they wanted to find and why is it worth venturing out into the unknown?
• What evidence of their voyages did they leave behind?
• How have these locations been preserved?
• Did these explorers have encounters with the local Indigenous population and how did these interactions play out?
• How have these locations changed over the last two centuries? How do you predict they will change in the next 200 years?
• What makes the Arctic a a potentially dangerous and challenging place to travel? How can one prepare to explore this area safely?
ActionExplain to students that they will be creating Arctic explorer profile cards. Have students select one Arctic explorer to learn more about and use the Arctic Explorer Template (appendix 2, page 78) to gather more information about this person. Students will be asked to collect information on the explorer’s life and to map out their route through the Arctic, highlighting where the explorer set sail and where they stopped throughout the Arctic.
Examples of Arctic explorers:
Connection to the Canadian Geography Framework
Concepts of Geographic Thinking
Z Patterns and trends Z Spatial significance
Inquiry Process
Z Gather and organize Z Evaluate and draw conclusions
Z Communicate
Geospatial Skills
Z Foundational elements
HISTORY: ARCTIC EXPLORATION
Into the Arctic | Teacher’s Guide | History: Arctic Exploration | Page 24
• Sir James Clark Ross
• Sir Martin Frobisher
• Henry Hudson
• Sir Ernest Shackleton
• Fridtjof Nansen
• Robert Peary
• Sir John Franklin
• Richard Weber
• Roald Amundsen
• Dr. John Rae
• Charles Francis Hall
• Adolphus Washington Greely
• Knud Rasmussen
• Sir Wally Herbert
Conclusion and ConsolidationNow that students know more about their explorer, have them imagine that they are the explorer on the voyage and are writing a letter home to a family member, business partner, member of government, or whomever they believe is most appropriate and significant to their explorer. Have students write their letter and encourage them to be as accurate as possible on what they are seeing, experiencing, wearing, and eating. Remind students to write as much detail as possible regarding the land, available food, the weather, etc. An alternative to writing a letter can be for students to write a brief monologue from the perspective of their explorer and present it to the class. Afterwards, conclude the class by asking students about Trépanier’s experiences in the Arctic and the importance of exploring new places.
Discussion Questions:
• What motivated Cory to go North? What evidence was there of this motivation/inspiration in the film?
• How different would the world would be if explorers didn’t explore other parts of the world?
• What would we know? What wouldn’t we know?
• How different is the land they discovered both before and after they discovered it?
Extend your geographical thinkingUsing Canadian Geographic’s Arctic Circumpolar tiled map or a map of your choice, have students use different colours to map out where their explorer went. This can be done with coloured string, drawn on with colour markers, or done digitality through a map-making software. Once complete, discuss with students the patterns and trends on where these explorers went, why, and what happened to them. Discuss the kinds of relationships these explorers had with the local Indigenous Peoples and how the Inuit may have felt when they first met these explorers. Students can also create a digital map using websites like Google MyMaps or Esri Story Maps to present what they learned.
Into the Arctic | Teacher’s Guide | History: Arctic Exploration | Page 25
HISTORY: ARCTIC EXPLORATION
ModificationsFor younger students: As students are researching their explorer, create a class timeline of Arctic exploration and make references to what else was happening at this time in history in other parts of Canada. Students can also create a presentation using bristol board as a tech-free option.
For older students: Teachers can set up a Google site about Arctic explorers, and students can each input information about their explorer on their own subpage.
Additional: Teachers can have students create a mock social media account (Facebook, Twitter, Instagram) for their explorer and students can draft some mock posts from their trip. Students can also create their own online blog.
Assessment Opportunities Students can submit their letters to be marked.
Teachers can assess students:
• on how they contribute to in-class discussion.
• on how they collect and gather information and how students complete their explorer map.
HISTORY: ARCTIC EXPLORATION
Into the Arctic | Teacher’s Guide | History: Arctic Exploration | Page 26
HIS
TOR
Y: A
RC
TIC
EX
PLO
RAT
ION
FIL
M S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 2
7
Daw
son
City
, Yuk
on
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Fort
Con
ger,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Bat
hurs
t Inl
et &
Wilb
erfo
rce
Falls
, N
unav
ut
Wilb
erfo
rce
Falls
, N
unav
ut
1. E
xplo
ratio
n (D
awso
n C
ity, Y
ukon
)- f
amed
for g
old
rush
his
tory
1. A
dolp
hus
Gre
ely
(Res
olut
e) -
Expl
orat
ion
“We’
re in
the
air
agai
n, fo
r th
e la
st 3
hou
rs
to E
llesm
ere
Isla
nd. S
o re
mot
e, a
nd s
o w
ild, I
can
’t he
lp b
ut fe
el a
litt
le o
f wha
t ea
rly e
xplo
rer
Ado
lphu
s G
reel
y m
ust h
ave
expe
rien
ced
whe
n he
pas
sed
thro
ugh
here
in
188
2: th
e se
nse
of d
isco
veri
ng a
new
la
nd. I
just
hop
e th
at I
don’
t suf
fer
the
sam
e fa
te h
is c
rew
did
dur
ing
that
hor
rend
ous
expe
ditio
n w
hen
19 o
f his
24
men
die
d a
long
, slo
w d
eath
from
sta
rvat
ion
thro
ugh
the
cold
of w
inte
r. It
mak
es m
e th
ankf
ul fo
r sa
telli
te p
hone
.”
1. E
xplo
ratio
n: F
ort C
onge
r- 1
880’
s si
te o
f ear
ly A
rctic
exp
lore
rs,
Ado
lphu
s G
reel
y &
Rob
ert P
eary
2. E
xplo
ratio
n: P
eary
hou
ses
1. Jo
hn F
rank
lin (
Wilb
erfo
rce
Falls
)- D
escr
ibe
the
etch
ing
from
John
Fra
nklin
’s
first
exp
editi
on
1. W
ilber
forc
e Fa
lls- N
amed
by
Arc
tic e
xplo
rer J
ohn
Fran
klin
du
ring
his
first
exp
editi
on in
182
1?A
NS:
Will
iam
Wilb
erfo
rce
(1h
1m 0
s)- W
hat w
as h
is li
fe w
ork
focu
sed
arou
nd?
AN
S: A
bolis
hing
sla
very
- Who
wer
e pa
rt o
f his
cre
w?
5m 2
s
0m 3
2s
2m 5
3s
0m 5
0s
2m 3
6s
10m
0s
34m
8s
54m
53s
58m
12s
63m
19s
4m 5
8s
33m
36s
52m
0s
57m
22s
60m
43s
ITA
1 - 0
h 4m
58s
ITA
2 - 0
h 33
m 3
6s
ITA
2 - 0
h 52
m 0
s
ITA
2 - 0
h 57
m 2
2s
ITA
2 - 1
h 0m
43s
√ √ √ √
√
HIS
TOR
Y: A
RC
TIC
EX
PLO
RAT
ION
FIL
M S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 2
8
Fort
Hop
e,N
orth
Pol
e R
iver
, N
unav
ut
Fort
Hop
e,N
orth
Pol
e R
iver
, N
unav
ut
Har
bour
Isla
nds,
Nun
avut
Res
olut
e B
ay,
Corn
wal
lis Is
land
, N
unav
ut
Bee
chey
Isla
nd &
D
evon
Isla
nd,
Nun
avut
1. Jo
hn R
ae’s
sto
ne h
ouse
- 184
5 ho
me
of e
arly
Arc
tic e
xplo
rer J
ohn
Rae
- Wha
t was
the
hous
e bu
ilt o
ut o
f and
why
w
as it
not
sui
tabl
e?- W
hen
did
he tr
avel
?A
NS:
189
2- W
hat w
as h
is s
hip
calle
d?A
NS:
Per
seve
ranc
e
1. E
xplo
ratio
n: A
lexa
nder
Mur
ray
“Fro
m 1
860
to 1
915,
this
regi
on lu
red
Am
eric
an a
nd S
cott
ish
ship
s in
sea
rch
of th
e bo
whe
ad w
hale
. Som
e w
inte
red
over
, joi
ned
by In
uit w
ho b
uilt
snow
vill
ages
, on
the
ice.
”
1. E
xplo
ratio
n: A
lexa
nder
Mur
ray
- Wha
t was
Mur
ray’
s sh
ip c
alle
d?A
NS:
Per
seve
ranc
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.Y. J
acks
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ist A
.Y. J
acks
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tity
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ugh
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ild p
lace
s. A
nd A
rctic
expl
orer
John
Fra
nklin
, who
in 1
845
set o
utto
find
the
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thw
est P
assa
ge a
nd n
ever
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hom
e.”
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hn F
rank
lin
1. B
eech
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land
- 184
5 Jo
hn F
rank
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xped
ition
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vesi
te
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. Jac
kson
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tch
- “Th
e M
ary
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ot
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e cl
iffs.
”
4m 5
5s
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2s
3m 2
0s
3m 5
s
1m 4
4s
38m
42s
42m
4s
45m
36s
53m
12s
55m
24s
33m
47s
38m
42s
42m
16s
50m
7s
53m
40s
ITA
3 - 0
h 33
m 4
7s
ITA
3 - 0
h 38
m 4
2s
ITA
3 - 0
h 42
m 1
6s
ITA
3 - 0
h 50
m 7
s
ITA
3 - 0
h 53
m 4
0s
√ √ √ √ √
HIS
TOR
Y: A
RC
TIC
EX
PLO
RAT
ION
FIL
M S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 2
9
Bee
chey
Isla
nd,
Nun
avut
Casw
ell T
ower
,R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
Dun
das
Har
bour
, D
evon
Isla
nd,
Nun
avut
1. Jo
hn F
rank
lin (
expl
orer
)- H
ow m
any
men
per
ishe
d du
ring
the
John
Fr
ankl
in e
xped
ition
?A
NS:
129
men
“The
y sp
ent t
he w
inte
r of 1
845
in th
e ic
e,
with
3 y
ears
of p
rovi
sion
s. T
he g
rave
s ha
ve
been
her
e si
nce,
men
from
the
crew
of h
is
ill-fa
ted
third
and
fina
l jou
rney
in s
earc
h of
th
e N
orth
wes
t Pas
sage
… 1
29 m
en, i
nclu
ding
Fr
ankl
in, p
eris
hed.
”
1. E
xped
ition
Tou
rism
Ves
sel
- 80
gues
ts a
boar
d, t
rave
lling
the
Arc
tic
by s
ea2.
AY
Jack
son
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velle
d th
e A
rctic
by
sea
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udso
n B
ay T
radi
ng P
ost
1. R
CM
P bu
ildin
gs
2m 3
5s
3m 5
s
2m 7
s
58m
20s
63m
11s
65m
17s
55m
45s
60m
6s
63m
10s
ITA
3 - 0
h 55
m 4
5s
ITA
3 - 1
h 0m
6s
ITA
3 - 1
h 3m
10s
√ √ √
Overview Students will learn about the rich and diverse cultures in Canada’s Arctic.
Focus questionHow do northern Indigenous communities use their knowledge of the local land to survive?
Lesson DescriptionMinds on: Students will watch select segments from the Into The Arctic films to learn about Trépanier’s interactions with Arctic communities and Indigenous Peoples.
Action: Students will work together to learn about Arctic communities and create an Arctic communities map.
Conclusion: Students will reach out to a local Indigenous organization or local Elders to learn more about the land surrounding their hometown.
Minds onGive the class three minutes to brainstorm adjectives that describe what they know about the Arctic. Encourage students to think about films, pictures, and any other relevant connections to the Arctic that they may have experienced. Have students share with the class one of the adjectives they came up with. Write these words on the board and ask students what patterns or trends they notice about how the Arctic was described.
Inform students that the communities and cultures in the Arctic are as diverse as the Arctic landscape itself. As a class, watch the following segments from Trépanier’s films highlighting the communities Trépanier visited and the people he worked with. If time allows, watch more clips, using the Arctic culture and people film segment list provided or have students watch these individually.
• Film 1: Paulatuk Community (0h 10m 58s -- 0h 15m 24s)
• Film 2: Qikiqtarjuaq (0h 12m 12s -- 0h 14m 55s)
• Film 3: Inuit Elder David Tuktudjuk (0h 30m 32s -- 0h 31m 46s)
Note: These individual clips can be found here: vimeo.com/channels/itasocialstudies
Grade levelK-12 (Can be adapted for all grade levels)
TimeApproximately 75 minutes (can be adapted for multiple class periods)
Learning Goals Z Students will learn about and examine specific Indigenous communities in Canada’s North.
Z Students will discuss the importance of traditional knowledge of a region.
Z Students will be encouraged to reach out to learn more about Indigenous cultures in their own communities.
Film Trilogy Clips Linkvimeo.com/channels/itahumanities
Materials Z Indigenous culture film segment list (included)
Z Arctic Circumpolar tiled map (can be downloaded for free from Canadian Geographic Education website)
Z Computers (for research) Z Cue cards (optional) Z String/yarn (optional)
Into the Arctic | Teacher’s Guide | Humanities & Social Sciences: Arctic Indigenous Culture | Page 30
HUMANITIES & SOCIAL SCIENCES: ARCTIC INDIGENOUS CULTURE
Discussion questions:
• How did these communities and community members assist Trépanier?
• How is a knowledge of the local land imperative for a community’s livelihood?
• What kind of relationship do these communities have with local wildlife?
• In what ways are these communities different than what students expected? In what ways are they similar?
• What differences or similarities do students notice between these communities and your own? How would students explain the reasons for these differences?
• What do students think non-Indigenous people can learn from the Inuit and how do you think you can incorporate these practices into your daily life?
• For students living outside an Arctic community: How do you feel you would be similar/different had you been raised in an Arctic community?
ActionNow that students have seen the communities visited by Trépanier, explain that they are going to create a collaborative map featuring various Arctic communities. Download Canadian Geographic’s tiled map of the Arctic and piece it together as a class. If possible, pin this map to a bulletin board, tape it on the wall, or project it onto the board. Next, have students select a different Arctic community to research that is labelled on the map. As students are researching their community, have them find answers to the following questions:
• Name of community in the Inuit language and its meaning
• Community size
• 2-3 sentences providing more information about the community
• Challenges this community faces (e.g., climate change, energy demands, medical facilities)
• Unique elements of their culture, history or traditions
Conclusion and ConsolidationOnce students have completed their research, distribute cue cards or coloured pieces of paper for students to place their information on or instruct them on how to approach this assignment digitally. Ask students to put the Inuit community name and meaning in larger letters at the top. Explain to students that these cards will be placed around the Arctic map. For students who are doing this online, have students use a blank Microsoft Word or Google document to take notes on.
Into the Arctic | Teacher’s Guide | Humanities & Social Sciences: Arctic Indigenous Culture | Page 31
Connection to the Canadian Geography Framework
Concepts of Geographic Thinking
Z Interrelationships Z Geographic perspective
Inquiry Process
Z Gather and organize Z Communicate
Geospatial Skills
Z Foundational elements
HUMANITIES & SOCIAL SCIENCES: ARCTIC INDIGENOUS CULTURE
When ready, have students tape or pin their cards around the border of the map and draw a line, either physically (using markers or string) or digitally (using a device) to show the exact location of the community. Once every student has done this, you should have a complete Arctic communities map.
Allow time for each student to share information about what they learned from their research. Once every student has shared, create a class discussion about the types of challenges these communities face living in the far North.
Discussion questions:
• Do residents travel between communities? If so, how do they travel?
• Does every community have a school? Health centre? Grocery store? Park?
• Does the word “community” have a different meaning in the North?
• How will climate change impact these communities? What challenges may these communities face in the next 10, 20, or 50 years?
• What resources will become more or less abundant as the climate continues to change?
• How is culture passed on through generations?
• What challenges are youth living in Arctic communities facing as climate change is impacting their local environment?
Extend your geographical thinking Now that students have learned more about the Indigenous communities living in the Arctic, have students learn more about the Indigenous Peoples living in (or near) their local community. Reach out to a local Elder or Indigenous organization and invite them into your class for the day to share information about their culture, to learn about their customs, stories, and language. Alternatively, arrange a field trip to learn first-hand about local Indigenous culture.
ModificationsFor younger grades: Borrow a couple of books about the Inuit from school or the local library to read at the start of the activity to your students so they become more familiar with Inuit culture.
For older grades: Teachers can use online map-building applications such as Google MyMaps to build their Arctic communities map.
Additional: Teachers can try to reach out to a school in a northern community and arrange a Skype session or a Google Hangout for students to connect with other students. Collaborate with a class living in a northern community to be pen pals with students in your classroom.
Into the Arctic | Teacher’s Guide | Humanities & Social Sciences: Arctic Indigenous Culture | Page 32
HUMANITIES & SOCIAL SCIENCES: ARCTIC INDIGENOUS CULTURE
Assessment Opportunities Teachers can assess:
• how students are participating in group discussions.
• how students research and gather information.
Teachers can mark students’ community cards as part of their current unit’s assessment.
Into the Arctic | Teacher’s Guide | Humanities & Social Sciences: Arctic Indigenous Culture | Page 33
HUMANITIES & SOCIAL SCIENCES: ARCTIC INDIGENOUS CULTURE
HU
MA
NIT
IES
& S
OC
IAL
SCIE
NC
ES: A
RC
TIC
IND
IGEN
OU
S C
ULT
UR
E FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
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LM T
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STA
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FILM
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DE
END
FILM
TIM
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DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 3
4
√ √
√ √ √ √
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ITA
1 - 0
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ITA
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h 13
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ITA
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6s
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0s
2m 4
6s
2m 5
s
0m 3
9s
0m 5
7s
0m 2
8s
2m 9
s
Paul
atuk
, Nor
thw
est
Terr
itorie
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thw
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Terr
itorie
s
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l Pa
rk, B
affin
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ker A
rm, B
affin
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land
, Nun
avut
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hurs
t Inl
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avut
Thom
sen
Riv
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avik
Nat
iona
l Pa
rk, B
anks
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land
, Nor
thw
est
Terr
itorie
s
Hea
d H
ill, A
ulav
ik
Nat
iona
l Par
k,
Ban
ks Is
land
, N
orth
wes
t Te
rrito
ries
“1. P
aula
tuk
(peo
ple
& c
ultu
re)
1. A
rctic
Cha
r (fis
hing
)
1. F
ishi
ng fo
r Arc
tic C
har (
surv
ival
)
1. F
ishi
ng- W
hy d
oes
Bill
y pu
t the
fish
und
er th
e ro
cks
over
nigh
t?A
NS:
So
the
seag
ulls
don
’t ge
t at t
hem
- Wha
t is
the
delic
acy
of A
rctic
Cha
r?A
NS:
The
eye
ball.
1. C
ount
ry F
ood
(Inu
it, s
urvi
val)
- Wha
t are
the
diffi
culti
es fo
r the
Inui
t to
get
food
? H
ow m
uch
of th
eir d
iet i
s fr
om w
hat
they
hun
t?
1. B
athu
rst I
nlet
Lod
ge (
outp
ost c
amp,
H
udso
n B
ay)
- 16
peop
le s
tay
in L
odge
yea
r-ro
und
- bee
n ar
ound
sin
ce 1
929
- Hud
son
Bay
bou
ght t
he b
uild
ings
in th
e 30
’s &
bui
lt tr
adin
g po
st (
now
Lod
ge)
1. A
rctic
cha
r (su
rviv
al -
fishi
ng)
1. P
re-D
orse
t peo
ple
& th
e Co
pper
Inui
t
HU
MA
NIT
IES
& S
OC
IAL
SCIE
NC
ES: A
RC
TIC
IND
IGEN
OU
S C
ULT
UR
E FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 3
5
√IT
A3
- 0h
26m
46s
26m
46s
29m
13s
2m 2
7sN
auja
at, N
unav
ut1.
Thu
le p
eopl
e- “
Man
y of
the
one
thou
sand
resi
dent
s ar
edi
rect
des
cend
ants
of t
he T
hule
peo
ple
that
lived
her
e ov
er 4
00 y
ears
ago
, a te
stam
ent t
oth
e en
durin
g na
ture
of t
he p
eopl
e th
at c
all
this
pla
ce h
ome.
”2.
Wha
ling
(sur
viva
l)- W
hat n
early
kill
ed a
ll th
e Sa
dler
miu
t peo
ple?
AN
S: F
orei
gn w
hale
rs b
ringi
ng e
pide
mic
s of
tu
berc
ulos
is, t
yphu
s an
d sc
arle
t fev
er.
- Why
are
wha
les
so c
ritic
al to
Arc
tic li
ving
?A
NS:
pro
vide
d fo
od, b
uild
ing
mat
eria
ls, h
eat
and
light
.- W
hy d
id th
e bo
whe
ad fa
ce e
arly
ext
inct
ion
in th
e 19
00s?
AN
S: o
ver-
fishi
ng- W
hen
was
the
com
mer
cial
wha
le h
unt w
as
shut
dow
n?A
NS:
in 1
935
“For
gen
erat
ions
, wha
les
have
bee
n cr
itica
l to
Arc
tic li
ving
. The
y pr
ovid
ed fo
od, b
uild
ing
mat
eria
ls, h
eat a
nd li
ght.
Fore
ign
wha
lers
ch
ange
d al
l tha
t whe
n th
eir o
verfi
shin
g ne
arly
dro
ve th
e bo
whe
ad to
ext
inct
ion
in
the
1900
s. T
heir
pres
ence
als
o br
ough
t ep
idem
ics
of tu
berc
ulos
is, t
yphu
s an
d sc
arle
t fe
ver.
Onl
y a
few
mem
bers
of t
he S
adle
rmiu
t pe
ople
of S
outh
ampt
on Is
land
sur
vive
d. T
he
com
mer
cial
wha
le h
unt w
as s
hut d
own
in
1935
. By
’79,
the
Inui
t wer
e no
long
er a
llow
ed
to h
unt t
hem
eith
er. N
umbe
rs s
tart
ed to
re
cove
r in
the
90’s
, and
the
trad
ition
al h
unt
was
revi
ved,
allo
win
g A
rctic
com
mun
ities
to
harv
est a
sm
all n
umbe
r ann
ually
. The
bon
es
of th
is m
ajes
tic b
owhe
ad w
hale
hav
e st
ood
for 2
yea
rs, a
sym
bol o
f life
in th
e N
orth
.”
HU
MA
NIT
IES
& S
OC
IAL
SCIE
NC
ES: A
RC
TIC
IND
IGEN
OU
S C
ULT
UR
E FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 3
6
√ √ √ √
ITA
3 - 0
h 33
m 4
7s
ITA
3 - 0
h 38
m 4
2s
ITA
3 - 0
h 42
m 1
6s
ITA
3 - 1
h 0m
6s
33m
47s
38m
42s
42m
16s
60m
6s
38m
42s
42m
4s
45m
36s
63m
11s
4m55
s
3m23
s
3m19
s
3m0s
Fort
Hop
e, N
orth
Po
le R
iver
, Nun
avut
Fort
Hop
e, N
orth
Po
le R
iver
, Nun
avut
Har
bour
Isla
nds,
N
unav
ut
Casw
ell T
ower
,R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
1. In
uit (
livin
g of
f lan
d)- W
hat a
re s
ome
way
s th
at th
e In
uit l
ived
off
the
land
?2.
Kud
lik (
surv
ival
)- W
hat i
s a
“Kud
lik”
used
for?
AN
S: M
ake
a fir
e (u
sing
mos
s an
d se
al o
il)
1. F
ishi
ng (
surv
ival
)- W
hat’s
the
best
par
t of t
he fi
sh?
AN
S: T
he li
ver
2. In
uit (
Har
bour
Isla
nds)
1. E
arly
set
tlers
(N
auja
at)
How
man
y bo
whe
ad w
hale
s w
ould
the
Inui
t hu
nt to
feed
a c
omm
unity
for a
yea
r?A
NS:
One
2. E
arly
set
tler g
rave
s
1. E
xped
ition
Tou
rism
Ves
sel
- 80
gues
ts a
boar
d, tr
avel
ling
the
Arc
tic b
y se
a
Into the Arctic | Teacher’s Guide | Natural Sciences & Environmental Studies: Arctic Climate & Wildlife | Page 37
Overview In this activity, students will explore the natural environment and climate of the Arctic. Students will apply their understanding of the Arctic climate to learn more about the types of animals that live there, their natural habitat, and how animals have adapted to survive in this region.
Focus questionWhat is the natural environment and climate like in the Arctic? What wildlife can be found in the Arctic and how will climate change impact their habitat in the future?
Lesson DescriptionMinds on: Students will watch short film segments from the Into The Arctic films to learn about the Arctic environment and the types of animals living there.
Action: Students will select an Arctic animal to investigate the environment of the Arctic further.
Conclusion: Students will share their research with their class and create an Arctic food chain to visually display the impacts of the changing climate on the wildlife living there.
Minds on Ask students to imagine themselves standing in the Arctic 50 years from now and ask them to describe what this world may look like. What does it feel like? What do you see around you? Are there any animals? What is the climate like?
Ask students what the difference between weather and climate is. Explain that weather refers to the day-to-day state of the atmosphere and climate refers to the weather of a place averaged over a long period of time (usually about 30 years). Ask students how climate affects where humans and animals live and how they live and survive.
As a class, brainstorm the different types of animals that live up in the Arctic. Ask students to consider how these animals survive in the Arctic and adapt to the Arctic climate. Divide your class into three groups, representing the categories of land, water, and air, and have students think of animals that fit into those categories.
Next, show film segments from Trépanier’s films that highlight his encounters with various Arctic wildlife, using the Arctic wildlife film segment list provided. Have students create a table in their notebooks to take notes while they are watching these segments (see example table on page 38).
Grade levelK-12 (Can be adapted for all grade levels)
TimeApproximately 75 minutes (can be adapted for multiple class periods)
Learning Goals Z Students will learn about the Arctic environment and the animals that live there.
Z Students will discover how these animals survive and have adapted to the climate.
Z Students will discuss future impacts to the environment in the Arctic.
Film Trilogy Clips Linkvimeo.com/channels/itanaturalsciences
Materials Z Arctic climate and wildlife film segment list (included)
Z Computers (for research)
NATURAL SCIENCES & ENVIRONMENTAL STUDIES: ARCTIC CLIMATE & WILDLIFE
Once students have seen a variety of Arctic wildlife, allow time for students to share their notes with a student sitting next to them. Ask students to discuss with each other where these animals were when Trépanier saw them, how he and the locals reacted and any overall impression they had from seeing the animals. Allow time for students to share their thoughts with the whole class. Ask students to consider the types of environments that are habitable and what is required for different animals or humans to survive in them.
Discussion questions:
• Describe the behaviour of the animals when they were in range of humans.
• How did the surrounding environment play a role in the behaviour of the animals?
Action In pairs or individually, give students a different Arctic animal to research further. Allow time for students to research the following about their animal:
• Scientific name
• Diet (What does it eat and how does it get its food?)
• Size
• Lifespan
• Adaptation (How does it survive the Arctic climate?)
• Habitat range (Where does it live?)
• Breeding and raising young
• Enemies (Is it hunted or a food source for another animal?)
• Hunting/camouflage strategies
• How they could be affected by climate change
• Interesting fact
Using an online platform like Google Draw or a blank piece of paper, have students create an Arctic animal information card dividing it up into the categories above. Have students draw the animal and add in as much detail as they can about the natural environment around the animal. For older grades, encourage students to draw a map of their geographic range.
Connection to the Canadian Geography Framework
Concepts of Geographic Thinking
Z Patterns and trends Z Geographic perspective Z Spatial significance
Inquiry Process
Z Gather and organize Z Interpret and analyze
Geospatial Skills
Z Foundational elements Z Spatial representations
Into the Arctic | Teacher’s Guide | Natural Sciences & Environmental Studies: Arctic Climate & Wildlife | Page 38
NATURAL SCIENCES & ENVIRONMENTAL STUDIES: ARCTIC CLIMATE & WILDLIFE
Animal Animal descriptionNatural environment
(Where did Trépanier see the animal?)
Once students have completed and submitted their Arctic animal cards, post them around the classroom so students can view their classmates’ work and learn about other Arctic animals. If these cards were developed digitally, consider posting them on social media (where appropriate). Create a class discussion around how each of these animals survives in the Arctic and how they might be affected by the changing climate.
Discussion questions:
• How is the animal equipped to survive in the Arctic climate/environment?
• What would happen if they were in a different climate/environment?
• How can you tell the animal is made for this climate/environment? (E.g., fish have gills, which makes them suited to an aquatic environment.)
Conclusion and ConsolidationConclude the lesson by bringing attention to what each of the Arctic animals eats. As a class, create an Arctic food chain on the board. Ask for one volunteer to name their animal first. If that student mentions another student’s animal, have that student stand up and name what their animal eats. Repeat this until you have created an Arctic food chain as a class and are able to link or show a connection among all students’ animals. Students can also complete this activity by standing at the front of the room and pretending to be their animal by making gestures or sounds. At the end of this activity, have a couple of students sit down to represent animals going extinct. How does this affect the food chain? What might have caused these animals to go extinct? Use this food chain to discuss with students the fragility of the Arctic and the impact climate change is having.
Discussion questions:
• Which animals are at the top of the food chain?
• What happens when an animal cannot find enough food or becomes endangered due to overhunting/overfishing? What or who would cause this?
• How can we protect Arctic wildlife?
Conclude this activity by asking students to consider how their animal might adapt to the changing climate of the Arctic.
Into the Arctic | Teacher’s Guide | Natural Sciences & Environmental Studies: Arctic Climate & Wildlife | Page 39
NATURAL SCIENCES & ENVIRONMENTAL STUDIES: ARCTIC CLIMATE & WILDLIFE
Extend your geographical thinking Have students write their own children’s book or create a comic strip raising awareness about the changes happening in the Arctic and how wildlife is being threatened. Read this story to students in another grade level and educate other classes about the changes and challenges happening in the Arctic. Students can also create a short video, public service announcement, or website to help raise awareness about their animal.
Discussion questions:
• How is the climate changing in the Arctic? And how do you think that will affect the rest of the world?
• What can we do individually, as a community, and on a global level to help reverse the negative impacts of climate change? What are these impacts?
• In what ways has the climate changed since you were young?
• In what ways do you predict it will change in the next 10 years? 50 years? 100 years?
• Now that you’ve seen examples from the film clips on how the Arctic is changing and how it has affected the animal life living there, how do you think humans will need to adapt to this changing climate?
ModificationsFor younger grades: Students can learn about these Arctic animals as a class through various story books. Integrate these into your daily story time and afterwards discuss the information together. Once you have collected information on a variety of Arctic animals, play a game of charades and have students guess which animal they are acting out.
For older grades: Create an awareness campaign on social media, sharing facts about your Arctic animals and how your Arctic animals are being impacted by the changing climate and why this matters. Connect with local organizations to learn more about the scientific research occurring to protect the Arctic animals and how students can get involved.
Additional: Have students select two Arctic animals and create a Venn Diagram comparing them.
Assessment Opportunities Teachers can assess:
• how students participate in class discussions.
• students’ research, their animal information cards, and final assignment (e.g., children’s book, comic strip, website or video).
Into the Arctic | Teacher’s Guide | Natural Sciences & Environmental Studies: Arctic Climate & Wildlife | Page 40
NATURAL SCIENCES & ENVIRONMENTAL STUDIES: ARCTIC CLIMATE & WILDLIFE
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
1
√ √ √ √ √ √ √
ITA
1 - 0
h 4m
14s
ITA
1 - 0
h 4m
58s
ITA
1 - 0
h 13
m 5
6s
ITA
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h 27
m 1
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ITA
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h 29
m 0
s
ITA
1 - 0
h 31
m 5
s
ITA
1 - 0
h 32
m 1
5s
0h 4
m 1
4s
4m 5
8s
13m
56s
27m
17s
29m
0s
31m
5s
0h 3
2m 1
5s
4m 5
8s
10m
0s
15m
26s
28m
43s
31m
1s
32m
5s
37m
27s
0m43
s
5m 2
s
1m 3
0s
1m 2
6s
2m 1
s
1m 0
s
5m14
s
Nor
thw
este
rn
Brit
ish
Colu
mbi
a
Daw
son
City
, Yuk
on
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Bro
ck R
iver
Ca
nyon
, nea
r Tuk
tut
Nog
ait N
atio
nal
Park
, Nor
thw
est
Terr
itorie
s
Bro
ck R
iver
Ca
nyon
, nea
r Tuk
tut
Nog
ait N
atio
nal
Park
, Nor
thw
est
Terr
itorie
s
Bro
ck R
iver
Ca
nyon
, nea
r Tuk
tut
Nog
ait N
atio
nal
Park
, Nor
thw
est
Terr
itorie
s
Dem
pste
r Hig
hway
, Yu
kon
1. R
ocky
Mou
ntai
ns (
geol
ogy)
- Wha
t w
ildlif
e w
ere
alon
g th
e
Dem
pste
r H
ighw
ay?
1. A
ssor
ted
anim
als
- Dem
pste
r Hig
hway
(w
ildlif
e)2.
Tun
dra,
Dem
pste
r Hig
hway
(ge
olog
y)3.
Sub
arct
ic p
erm
afro
st la
ke (
geol
ogy)
4. P
eel &
Mac
kenz
ie R
iver
s (r
iver
s)
1. P
aula
tuk
(geo
logy
)- W
hat w
ere
the
days
/ n
ight
s lik
e? (
RE:
sun
/
dark
ness
)2.
Tun
dra
- Arc
tic O
cean
(ge
olog
y)
1. B
rock
Riv
er C
anyo
n (g
eolo
gy)
1. P
ereg
rine
Falc
ones
& G
yrfa
lcon
s (w
ildlif
e)- W
here
do
thes
e fa
lcon
s m
ake
thei
r hom
e?A
NS:
Edg
e of
the
Bro
ck R
iver
Can
yon
1. C
arib
ou (
wild
life)
1. A
rctic
Wea
ther
: Wha
t did
they
witn
ess
in
the
chan
ging
sea
sons
and
how
did
it e
ffect
th
e ar
ea a
roun
d th
e D
emps
ter h
ighw
ay?
2. C
arib
ou (
wild
life)
3. U
nnam
ed c
reek
(ge
olog
y)4.
Griz
zly
bear
(w
ildlif
e): W
hat d
o yo
u do
if
you
see
a be
ar in
the
wild
?
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
2
√ √
√ √ √ √ √ √ √
ITA
1 - 0
h 40
m 8
s
ITA
1 - 0
h 41
m 2
0s
ITA
2 - 0
h 0m
40s
ITA
2 - 0
h 2m
11s
ITA
2 - 0
h 3m
43s
ITA
2 - 0
h 5m
34s
ITA
2 - 0
h 8m
0s
ITA
2 - 0
h 10
m 2
8s
ITA
2 - 0
h 12
m 1
2s
40m
8s
41m
20s
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3m 4
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10m
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6s
66s
67s
1m 4
0s
2m 2
4s
2m 1
s
1m 4
2s
2m 4
3s
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Brit
ish
Mou
ntai
ns,
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Cana
dian
Arc
tic
Pang
nirt
ung
&
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Auy
uitt
uq N
atio
nal
Park
,Baf
fin Is
land
, N
unav
ut
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Mou
nt T
hor,
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Mou
nt T
hor,
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Qik
iqta
rjuaq
, Baf
fin
Isla
nd, N
unav
ut
1. F
lora
2. G
eolo
gy
3. W
eath
er
1. B
ritis
h M
ount
ains
(ge
olog
y)2.
Wea
ther
(ra
in, w
ind
& s
now
)
1. A
rctic
geo
logy
& fl
ora
2. A
rctic
wol
f & p
olar
bea
r (w
ildlif
e)
1. M
ount
Tho
r (ge
olog
y)- H
ow ta
ll is
Mou
nt T
hor?
1. F
iord
1. P
enny
Ice
Cap
(geo
logy
)2.
Mou
nt T
hor (
geol
ogy)
3. R
ock
boul
der (
geol
ogy)
1. M
ount
Tho
r (ge
olog
y)
1. M
ount
Tho
r (ge
olog
y)
1. Ic
eber
gs (
geol
ogy)
- Why
do
you
thin
k th
ere
used
to b
e m
ore
iceb
ergs
in th
e pa
st?
- Why
do
you
thin
k th
ere
used
to b
e m
ore
iceb
ergs
in th
e pa
st?
Wha
t effe
cts
do y
ou
belie
ve th
e m
eltin
g ic
e w
ill h
ave
on th
e N
unav
ut c
omm
uniti
es?
Wha
t abo
ut th
e re
st
of C
anad
a? W
hat a
bout
the
wor
ld?
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
3
√ √ √ √ √ √
ITA
2 - 0
h 15
m 2
8s
ITA
2 - 0
h 17
m 5
9s
ITA
2 - 0
h 20
m 4
8s
ITA
2 - 0
h 23
m 6
s
ITA
2 - 0
h 23
m 4
3s
ITA
2 - 0
h 26
m 4
3s
15m
28s
17m
59s
20m
48s
23m
6s
23m
43s
26m
43s
17m
58s
20m
45s
22m
53s
23m
35s
25m
27s
28m
47s
2m 3
0s
2m 4
6s
2m 5
s
0m 2
9s
1m 4
4s
2m 4
s
Qik
iqta
rjuaq
, Baf
fin
Isla
nd, N
unav
ut
Coro
natio
n Fi
ord,
A
uyui
ttuq
Nat
iona
l Pa
rk, B
affin
Isla
nd,
Nun
avut
Coro
natio
n Fi
ord,
A
uyui
ttuq
Nat
iona
l Pa
rk, B
affin
Isla
nd,
Nun
avut
Coro
natio
n Fi
ord,
A
uyui
ttuq
Nat
iona
l Pa
rk, B
affin
Isla
nd,
Nun
avut
Cly
de R
iver
, Baf
fin
Isla
nd, N
unav
ut
Sam
For
d Fi
ord,
B
affin
Isla
nd,
Nun
avut
2. P
olar
Bea
rs (
wild
life)
3. Ic
eber
gs (
geol
ogy)
1. Ic
eber
gs (
geol
ogy)
1. C
oron
atio
n Fi
ord
(geo
logy
)2.
Pol
ar b
ears
(w
ildlif
e)3.
Iceb
ergs
(ge
olog
y)“T
here
is e
xtre
me
dang
er in
pad
dlin
g cl
ose
to a
n ic
eber
g. W
hen
it fli
ps o
ver,
it di
spla
ces
such
a h
uge
volu
me
of w
ater
, tha
t it c
an s
uck
you
unde
r. Ye
ster
day,
we
saw
this
turn
ove
r fr
om s
hore
. I’m
hop
ing
it th
at w
ill k
eep
it se
ttle
d fo
r a w
hile
, and
me
safe
.”4.
Gla
cier
5. F
ishi
ng
1. C
oron
atio
n G
laci
er (
geol
ogy)
- Wha
t was
the
chal
leng
e oc
curr
ing
with
the
ice
on th
e gl
acie
r?2.
Fis
hing
1. C
oron
atio
n G
laci
er (
geol
ogy)
1. S
am F
ord
Fior
d (g
eolo
gy)
2. P
olar
bea
r (w
ildlif
e)- H
ow w
as th
e be
ar s
care
d aw
ay?
And
wha
t w
as th
e re
cord
for m
ost b
ears
on
the
ice
at
one
time?
AN
S:14
for 2
-wee
k st
and
off
- How
doe
s th
e co
mm
unity
kee
p sa
fe &
car
e aw
ay th
e be
ar?
1. S
am F
ord
Fior
d (g
eolo
gy)
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
4
√ √ √ √ √
ITA
2 - 0
h 31
m 5
6s
ITA
2 - 0
h 38
m 4
0s
ITA
2 - 0
h 41
m 0
6s
ITA
2 - 0
h 45
m 0
3s
ITA
2 - 0
h 46
m 5
4s
31m
56s
38m
40s
41m
6s
45m
3s
46m
54s
33m
8s
40m
51s
45m
2s
46m
37s
48m
58s
1m 1
2s
2m 1
1s
3m 5
6s
1m 3
4s
2m 4
s
Res
olut
e B
ay
& Q
uttin
irpaa
q N
atio
nal P
ark,
El
lesm
ere
Isla
nd,
Nun
avut
Hen
riett
a N
esm
ith
Nes
mith
Gla
cier
, La
ke H
azen
, Q
uttin
irpaa
q N
atio
nal P
ark,
El
lesm
ere
Isla
nd,
Nun
avut
Lake
Haz
en,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Lake
Haz
en,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Tanq
uary
Fio
rd,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
1. E
llesm
ere
Isla
nd (
geol
ogy)
2. H
enrie
tta
Nes
mith
Gla
cier
(ge
olog
y)3.
Lak
e H
azen
(ge
olog
y)4.
Bel
uga
wha
les
(wild
life)
1. “
Hen
riett
a N
esm
ith G
laci
er”(
geol
ogy)
2. A
rctic
wea
ther
“The
wea
ther
’s g
one
from
sun
ny a
nd
beau
tiful
to n
ow; i
t’s s
now
ing,
sle
et, a
nd
rain
.”
1. L
ake
Haz
en (
geol
ogy)
2. B
irds,
Arc
tic H
ares
, Mus
kox
& A
rctic
w
olve
s (
wild
life)
- Why
are
thes
e an
imal
s at
trac
ted
to L
ake
Haz
en’s
env
ironm
ent?
AN
S: L
ake
Haz
en is
a th
erm
al o
asis
in th
e m
iddl
e of
a p
olar
des
ert,
rece
ivin
g le
ss a
n in
ch o
f rai
n pe
r yea
r.3.
Arc
tic W
eath
erW
hy is
the
Arc
tic c
onsi
dere
d an
“ex
trem
e en
viro
nmen
t”?
1. A
rctic
wol
f (w
ildlif
e)
1. T
anqu
ary
Fior
d (g
eolo
gy)
2. W
ildlif
e3.
Flo
ra- H
ow d
o yo
u th
ink
thes
e pl
ants
gro
w in
the
extr
eme
Arc
tic c
limat
es?
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
5
√ √ √ √ √ √ √
√ √
ITA
2 - 0
h 55
m 7
s
ITA
2 - 0
h 57
m 2
2s
ITA
2 - 0
h 59
m 1
3s
ITA
2 - 1
h 0m
43s
ITA
2 - 1
h 8m
16s
ITA
2 - 1
h 16
m 3
s
ITA
2 - 1
h 18
m 9
s
ITA
3 - 0
h 0m
44s
ITA
3 - 0
h 3m
8s
55m
7s
57m
22s
59m
13s
60m
43s
68m
16s
76m
3s
78m
9s
0m 4
4s
3m 8
s
56m
2s
58m
12s
60m
29s
63m
19s
70m
30s
77m
51s
81m
34s
2m 5
5s
4m 5
7s
0m 5
5s
0m 5
0s
1m 1
6s
2m 3
6s
2m 1
4s
1m 4
8s
3m 2
5s
2m 1
1s
1m 4
9s
Mac
Don
ald
Riv
er,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
“Bat
hurs
t Inl
et &
Wilb
erfo
rce
Falls
, N
unav
ut”
Bat
hurs
t Inl
et,
Nun
avut
Wilb
erfo
rce
Falls
, N
unav
ut
Pond
Inle
t, Si
rmili
k N
atio
nal P
ark,
B
affin
Isla
nd &
Byl
ot
Isla
nd, N
unav
ut
Oliv
er S
ound
, Si
rmili
k N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Pond
Inle
t, Si
rmili
k N
atio
nal P
ark,
B
affin
Isla
nd &
Byl
ot
Isla
nd, N
unav
ut
Cana
dian
Arc
tic
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
1. M
acD
onal
d R
iver
Val
ley
(geo
logy
)- W
here
did
the
fres
h w
ater
com
e fr
om?
AN
S: A
hug
e sl
ab o
f ice
hid
den
unde
r the
ea
rth
1. W
ilber
forc
e Fa
lls (
geol
ogy)
1. A
rctic
Tun
dra
2. A
rctic
Flo
ra
1. A
rctic
tund
ra (
geol
ogy)
2. B
ears
(w
ildlif
e)3.
Can
non
1. Ic
eber
g (g
eolo
gy)
2. B
irds,
pol
ar b
ears
(w
ildlif
e)
3. Ic
eber
gs (
geol
ogy)
1. Ic
eber
gs (
geol
ogy)
. Hoo
doos
(ge
olog
y)- “
intr
igui
ng a
nd b
eaut
iful g
eolo
gica
l sc
ulpt
ures
, car
ved
out o
f the
land
scap
e by
tim
e an
d th
e el
emen
ts.”
2. P
olar
bea
rs (
wild
life)
1. Ic
eber
gs (
geol
ogy)
- How
is th
e A
rctic
cha
ngin
g?- A
NS:
Shr
inki
ng s
ea ic
e is
allo
win
g ac
cess
2. P
olar
bea
r (w
ildlif
e)
1. A
rctic
tund
ra (
geol
ogy)
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
6
√ √ √ √ √
ITA
3 - 0
h 6m
0s
ITA
3 - 0
h 10
m 2
8s
ITA
3 - 0
h 13
m 4
s
ITA
3 - 0
h 13
m 3
2s
ITA
3 - 0
h 14
m 4
9s
6m 0
s
10m
28s
13m
4s
13m
32s
14m
49s
7m 3
7s
13m
3s
13m
32s
14m
49s
15m
35s
1m 3
7s
2m 3
5s
0m 2
8s
1m 1
7s
0m 4
6s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Hea
d H
ill,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Mus
kox
Riv
er
& H
ead
Hill
, A
ulav
ik N
atio
nal
Park
, Ban
ks
Isla
nd, N
orth
wes
t Te
rrito
ries
1. T
hom
sen
Riv
er (
geol
ogy)
2. T
undr
a &
flow
ers
(geo
logy
)3.
Mus
kox
(wild
life)
- How
muc
h of
the
wor
ld’s
pop
ulat
ion
of
mus
kox
live
on th
e Is
land
?A
NS:
Thr
ee-q
uart
ers
- Why
has
pop
ulat
ion
decr
ease
d fr
om 7
0,00
0 to
14,
000?
AN
S: “
A w
arm
ing
Arc
tic is
acc
eler
atin
g th
esp
read
of p
aras
ites
and
dise
ase.
It’s
als
obr
ingi
ng m
ore
rain
, tha
t for
ms
laye
rs o
f ice
mak
ing
food
har
d to
reac
h.”
1. A
rctic
wea
ther
2. A
rctic
wol
f (w
ildlif
e)
1. A
rctic
cha
r (w
ildlif
e)
1. M
usko
x R
iver
(riv
er)
2. H
ead
Hill
(ge
olog
y)
1. H
ead
Hill
(ge
olog
y)2.
Mus
kox
Riv
er (
river
)
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
7
√ √ √ √ √ √ √ √ √ √
ITA
3 - 0
h 15
m 5
8s
ITA
3 - 0
h 18
m 7
s
ITA
3 - 0
h 22
m 4
4s
ITA
3 - 0
h 25
m 2
s
ITA
3 - 0
h 26
m 4
6s
ITA
3 - 0
h 29
m 2
3s
ITA
3 - 0
h 38
m 4
2s
ITA
3 - 0
h 42
m 1
6s
ITA
3 - 0
h 45
m 3
6s
ITA
3 - 0
h 50
m 7
s
15m
58s
18m
7s
22m
44s
25m
2s
26m
46s
29m
23s
38m
42s
42m
16s
45m
36s
50m
7s
18m
7s
19m
16s
25m
0s
26m
40s
29m
13s
30m
27s
42m
4s
45m
36s
50m
6s
53m
12s
2m 9
s
1m 9
s
2m 1
6s
1m 3
8s
2m 2
7s
1m 4
s
3m 2
2s
3m 2
0s
4m 3
0s
3m 5
s
Hea
d H
ill, A
ulav
ik
Nat
iona
l Par
k,
Ban
ks Is
land
, N
orth
wes
t Te
rrito
ries
Hea
d H
ill, A
ulav
ik
Nat
iona
l Par
k,
Ban
ks Is
land
, N
orth
wes
t Te
rrito
ries
Iqal
uit,
Baf
fin Is
land
, N
unav
ut
Iqal
uit,
Baf
fin Is
land
, N
unav
ut
Nau
jaat
, Nun
avut
Nau
jaat
, Nun
avut
Fort
Hop
e,N
orth
Pol
e R
iver
, N
unav
ut
Har
bour
Isla
nds,
N
unav
ut
Arc
tic B
ay, B
affin
Is
land
, Nun
avut
Res
olut
e B
ay,
Corn
wal
lis Is
land
, N
unav
ut
1. M
usko
x (w
ildlif
e)2.
Mos
quito
es (
wild
life)
3. M
usko
x (w
ildlif
e)
1. A
rctic
wol
f (w
ildlif
e)
1. Ic
e (g
eolo
gy)
2. Ic
eber
g (g
eolo
gy)
1. Ic
e &
iceb
ergs
(ge
olog
y)
1. N
auja
at, f
orm
ally
Rep
ulse
Bay
(ge
olog
y)2.
Ice
(geo
logy
)3.
Wha
ling
(wild
life,
sur
viva
l)
1. A
rctic
tund
ra
1. F
ish
(wild
life)
2. Ic
e (g
eolo
gy)
3. P
olar
Bea
r (w
ildlif
e)
1. R
ock
cliff
s (g
eolo
gy)
- 600
hun
dred
foot
ver
tical
dro
p w
here
the
wat
er m
eets
the
cliff
1. Ic
e (g
eolo
gy)
1. F
ish
(wild
life)
2. Ic
e (g
eolo
gy)
3. P
olar
Bea
r (w
ildlif
e)
NAT
UR
AL
SCIE
NC
ES &
EN
VIR
ON
MEN
TAL
STU
DIE
S: A
RC
TIC
CLI
MAT
E &
WIL
DLI
FE F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 4
8
√ √ √
ITA
3 - 0
h 58
m 3
5s
ITA
3 - 1
h 0m
6s
ITA
3 - 1
h 3m
10s
58m
35s
60m
6s
63m
10s
60m
5s
63m
11s
65m
17s
1m 3
0s
3m 5
s
2m 7
s
Casw
ell T
ower
, R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
Casw
ell T
ower
, R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
Dun
das
Har
bour
,D
evon
Isla
nd,
Nun
avut
1. C
asw
ell T
ower
, Rad
stoc
k B
ay (
geol
ogy)
1. P
olar
bea
rs (
wild
life)
1. T
undr
a2.
Iceb
ergs
(ge
olog
y)3.
Mou
ntai
ns (
geol
ogy)
Overview Students will learn about the challenges of creating art in the wild and will create their own Arctic-inspired art piece in their own community.
Focus questionWhat specific considerations must be made when preparing an art project about a landscape, animal or person in the Arctic as opposed to making art in a different location?
Lesson DescriptionMinds on: Students will watch segments from Trépanier’s film series to learn about the challenges of painting and creating art in the wilderness.
Action: Students will select one of Trépanier’s paintings from his adventure to analyze and reflect upon. Students will sketch their own version of an Arctic landscape.
Conclusion: Students will select a place in their community to create an art piece, and work with the class to create a gallery of their own art.
Minds on Ask students what they think being Canadian means and what influence it has on creating art. How is our art different than other places in the world? How do the arts influence our Canadian identity? For those from other countries or with families from other countries, how does this shape your identity? What differences have you found in art created in Canada versus the art of your ancestors? What do you think it means to be an artist and do you have certain responsibilities? If so, what are they?
Using the film segment list provided with this module, watch film clips aboutvarious paintings Trépanier created while he was in the Arctic. Ask students to payattention to weather, location, time of day, and how Trépanier selects his locationsand prepares himself to paint. Afterwards, have a brief class discussion using thequestions provided or have students come up with their own.
Grade levelK-12 (this module can be adapted for all grade levels)
TimeApproximately 75 minutes (can be adapted to multiple class periods)
Learning Goals Z Students will learn about the challenges Trépanier faced when painting in the Arctic wilderness throughout his expeditions.
Z Students will be inspired by nature to immerse themselves in new styles and approaches to making art.
Z Students will have an opportunity to expand their understanding of the artistic process and the difference between creating art outdoors versus in-studio.
Film Trilogy Clips Linkvimeo.com/channels/itavisualarts
Materials Z Arctic art film segment list (included)
Z Computers (to view film segments and Trépanier’s online gallery)
Z Art supplies (as needed, not included)
Into the Arctic | Teacher’s Guide | Visual Arts: Arctic Art Project | Page 49
VISUAL ARTS: ARCTIC ART PROJECT
Discussion questions:
• Why did Trépanier travel to the Arctic? What was his purpose?
• What motivated Trépanier to document the Arctic in this way?
• Why was it important to physically visit these sites?
• What challenges did Trépanier face when painting various sites?
• How did Trépanier choose his locations? How did he approach each site and determine the best spot for his painting?
In pairs or small groups, allow time for students to select a painting of their choice by going to Trépanier’s gallery at intothearctic.ca/paintings-edu. Using the title of their selected painting, have students find the film segment of Trépanier painting it in the field. Have students locate the painting on vimeo.com/channels/itavisualarts and encourage them to observe the materials he uses, the challenges he faced, how he got there, where he stood, time of day, weather, etc. Have students consider the various perspectives of each site and draft these observations in their notebooks while they are watching their segments. Allow time for students to share what they learned with the rest of the class by either arranging for oral presentations or having students contribute what they learned in a class blog.
ActionExplain to students that they are going to create their own Arctic art using a scene from Trépanier’s films. Ask students to think about what they are interested in and what they feel most comfortable drawing. It can be an animal, landscape, person, etc. Next, have students reflect on a place or experience from Trépanier’s adventure that they could draw or document. Students can use the film synopsis, Trépanier’s painting gallery, or the lists provided with this module to help them choose a place. Have them think about perspective (e.g., bird’s eye view, from below looking upwards, underwater).
Have students sketch or paint their selected scene. Alternatively, if students are interested in photography, videography and/or digital media, have them explore a location of the film using their digital media skills to create their own art project of choice. Explain to students that how they choose to document their scene is entirely up to them and dependent on their art style.
Once students have finished, post everyone’s art around the classroom and arrange a gallery walk or post and share student’s work on your class blog or social media outlets. Have students write a 50-word description of their artwork and why that specific scene spoke to them.
Conclusion and ConsolidationConclude this lesson by bringing this experience back to the local community. Arrange for a walking tour around your school neighbourhood or, if available, a visit to a conservation area, park or place out in nature. Have students walk around their site
Connection to the Canadian Geography Framework
Concepts of Geographic Thinking
Z Geographic perspective Z Spatial significance
Inquiry Process
Z Formulate questions Z Gather and organize Z Interpret and analyze
Geospatial Skills
Z Foundational elements Z Spatial representations
Into the Arctic | Teacher’s Guide | Visual Arts: Arctic Art Project | Page 50
VISUAL ARTS: ARCTIC ART PROJECT
and find their own scene or item to sketch or paint out in their local wilderness. Consider visiting the same location at different times of day to encourage students to consider the importance of lighting/environment when creating art.
Discussion questions:
• How do you think these paintings would be different if Trépanier hadn’t physically visited the locations?
• How does Trépanier’s approach to art parallel past Canadian artists who drew inspiration from nature directly? (e.g., Group of Seven)
• How do the Inuit reflect their passion and connection to the land through art?
Extend your geographical thinking Trépanier is one of many talented Canadian artists. Have students choose a Canadian artist to research so that they can learn more about different art styles, painting composition, and how other artists have documented Canada’s land and culture.
Modifications For younger grades: Select a film segment that your students will enjoy and share it with the class. Watch the film segment once and then replay it, this time pausing at your selected scene. In their notebooks, have students select something from this scene to draw and write a sentence describing it.
For older grades: Have students choose a scene from a film segment and create an illustration depicting how they think the Arctic will change in the next 50 years.
Additional:
• Use Google Cardboard and Google Street View (or Google Earth) to jump into a 360-degree Arctic photo. Have students draw a scene from one of these images.
• As a class, select your favourite scene and have all students draw the same site.
Assessment Opportunities Students can submit their art projects to be graded.
Teachers can assess students by measuring:
• the quality and value of the critique and feedback they provide to other students.
• how students participate and engage in class discussions.
• how students analyze and comment on each others’ art pieces.
Into the Arctic | Teacher’s Guide | Visual Arts: Arctic Art Project | Page 51
VISUAL ARTS: ARCTIC ART PROJECT
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
2
1. P
urpo
se &
Mot
ivat
ion
1. P
aint
ing
(on-
loca
tion)
-
“TO
MB
STO
NE
VALL
EY”,
OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R
1. P
aint
ing
(on-
loca
tion)
-
“JO
NA
H”,
OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
1. P
aint
ing
(on-
loca
tion)
-
“BRO
CK
RIVE
R C
AN
YON
”, O
IL P
AIN
TIN
G
BY
CO
RY T
RÉPA
NIE
R
1. P
aint
ing
(pre
p)
- How
to p
repa
re w
hen
sett
ing
up o
n-lo
catio
n?2.
Dra
win
g (o
n-lo
catio
n)- W
hat s
uppl
ies
does
Syd
ney
use
for h
er
draw
ing?
Wha
t’s it
of?
3. P
aint
ing
(on-
loca
tion)
-
“FA
LL O
N T
HE
TUN
DRA
”, O
IL P
AIN
TIN
G
BY
CO
RY T
RÉPA
NIE
R4.
Pai
ntin
g (c
ompo
sitio
n) -
- Whe
n pa
intin
g la
ndsc
apes
, wha
t sho
uld
you
keep
in m
ind
for y
our c
ompo
sitio
n?5.
Pai
ntin
g (o
n-lo
catio
n) -
“A
LMO
ST W
INTE
R”, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
1. P
aint
ing
(on-
loca
tion)
- ch
alle
nges
- Wha
t cha
lleng
es d
id C
ory
face
pai
ntin
g in
th
e A
rctic
?
1. P
aint
ing
(ins
pira
tion)
- Wha
t ins
pire
d Co
ry fo
r thi
s pa
intin
g an
d ho
w d
oes
he c
hann
el th
is in
spira
tion?
2. P
aint
ing
(on-
loca
tion)
Cale
don,
Ont
ario
Daw
son
City
, Yuk
on
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Bro
ck R
iver
Ca
nyon
, nea
r Tuk
tut
Nog
ait N
atio
nal
Park
, Nor
thw
est
Terr
itorie
s
Dem
pste
r Hig
hway
, Yu
kon
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Brit
ish
Mou
ntai
ns,
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
1m 7
s
5m 2
s
2m 4
8s
2m 1
s
5m14
s
2m 3
4s
2m 1
6s
1m 2
2s
10m
0s
27m
7s
31m
1s
37m
27s
40m
8s
43m
36s
15s
4m 5
8s
24m
19s
29m
0s
0h 3
2m 1
5s
37m
34s
41m
20s
ITA
1 - 0
h 0m
15s
ITA
1 - 0
h 4m
58s
ITA
1 - 0
h 24
m 1
9s
ITA
1 - 0
h 29
m 0
s
ITA
1 - 0
h 32
m 1
5s
ITA
1 - 0
h 37
m 3
4s
ITA
1 - 0
h 41
m 2
0s
√ √ √ √ √ √ √
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
3
1. P
aint
ing
(fac
ts)
- How
man
y pa
intin
gs d
id C
ory
leav
e w
ith
durin
g hi
s jo
urne
y?2.
Pai
ntin
g (m
otiv
atio
n)- W
hat d
oes
Cory
hop
e yo
u’ll
gain
from
his
pa
intin
gs?
AN
S: “
…th
at h
is e
xper
ienc
e ca
n tr
ansc
end
the
pain
tings
and
sha
re w
ith h
is v
iew
ers
the
mys
tery
, bea
uty
& im
port
ance
of t
his
part
of
our p
lane
t.”3.
Pai
ntin
g (o
n-lo
catio
n) -
“ARC
TIC
SEN
TIN
EL”
(STU
DY)
, OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R
1. P
aint
ing
(mot
ivat
ion)
- Wha
t ins
pire
d Co
ry to
pai
nt th
e A
rctic
and
ho
w a
ny p
aint
ings
has
he
crea
ted?
- W
hen
did
Cor
y st
art
pai
nti
ng
C
anad
a’s
Arc
tic?
1. P
aint
ing
(on-
loca
tion)
- Why
doe
s C
ory
star
t pai
ntin
g be
fore
ge
ttin
g to
Mou
nt T
hor?
Wha
t sup
plie
s do
es
he h
ave?
How
man
y po
unds
ext
ra d
oes
it ad
d to
his
pac
k?2.
Pai
ntin
g to
ols
(on-
loca
tion)
- Wha
t gea
r doe
s Co
ry b
ring
to u
se w
hile
pa
intin
g on
-loca
tion?
1. F
ilmin
g (o
n-lo
catio
n) -
docu
men
tary
- Why
was
Cor
y’s
team
del
ayed
get
ting
to
Mou
nt T
hor?
AN
S: T
akin
g tim
e to
film
& s
ketc
h2.
Ske
tch
(on-
loca
tion)
3. P
aint
ing
(on-
loca
tion)
- R
ock
Bou
lder
- Si
nce
the
wea
ther
is b
ad, C
ory
is
dela
yed
gett
ing
to M
oun
t Th
or, w
hat
does
he
pai
nt
inst
ead?
Brit
ish
Mou
ntai
ns,
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Cana
dian
Arc
tic
Auy
uitt
uq N
atio
nal
Park
,B
affin
Isla
nd,
Nun
avut
Auy
uitt
uq N
atio
nal
Park
,B
affin
Isla
nd,
Nun
avut
0m 3
3s
66s
1m 4
0s
2m 2
4s
45m
40s
106s
5m 2
3s
7m 5
8s
45m
7s
40s
3m 4
3s
5m 3
4s
ITA
1 - 0
h 45
m 7
s
ITA
2 - 0
h 0m
40s
ITA
2 - 0
h 3m
43s
ITA
2 - 0
h 5m
34s
√ √ √
√
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
4
1. P
aint
ing
on-lo
catio
n (c
halle
nges
, pr
epar
atio
n &
insp
iratio
n)- D
escr
ibe
the
scen
e Co
ry w
as h
opin
g to
pa
int o
f Mou
nt T
hor.
AN
S: W
ease
l Riv
er fl
owin
g in
fore
grou
nd
& s
now
left
over
from
last
win
ter.
“Thi
s pe
rspe
ctiv
e ju
st le
nds
a hu
ge a
mou
nt o
f de
pth,
and
sor
t of s
ets
Mou
nt T
hor i
n its
pl
ace,
in th
is la
ndsc
ape.
”- W
hy w
asn’
t he
able
to c
aptu
re it
? H
ow d
o yo
u ha
ve to
pre
pare
diff
eren
tly w
hen
pain
ting
in-s
tudi
o vs
. on-
loca
tion?
- Wha
t are
the
chal
leng
es o
f pai
ntin
g in
the
wild
erne
ss?
(eg.
wea
ther
doe
sn’t
corp
orat
e)2.
Pai
ntin
g (o
n-lo
catio
n)- W
hat d
id C
ory
pain
t ins
tead
of M
t. Th
or?
1. P
aint
ing
(com
posi
tion)
- Wha
t doe
s Co
ry lo
ok fo
r whe
n pa
intin
g in
-the-
field
? A
NS:
ligh
ting,
com
posi
tion,
&
gut f
eelin
g2.
Pai
ntin
g pr
ep- H
ow d
oes
Cory
cho
ose
whe
re to
set
up
and
pain
t? W
hat s
teps
did
he
take
her
e to
do
so?
3. P
aint
ing
(on-
loca
tion)
- “M
OU
NT
THO
R”
(STU
DY)
, OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
- Why
did
Cor
y ha
ve s
uch
a di
fficu
lt tim
e se
lect
ing
the
angl
e to
pai
nt o
n M
ount
Tho
r?A
NS:
so
man
y vi
ews
& it
’s s
o la
rge
to e
xplo
re
- How
big
will
Cor
y’s
pain
ting
of M
t. Th
or b
e in
the
stud
io?
1. P
aint
ing
on-lo
catio
n (p
rep)
Mou
nt T
hor,
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Mou
nt T
hor,
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Qik
iqta
rjuaq
, Baf
fin
Isla
nd, N
unav
ut
2m 1
s
1m 4
2s
2m 4
3s
10m
1s
12m
10s
14m
55s
8m 0
s
10m
28s
12m
12s
ITA
2 - 0
h 8m
0s
ITA
2 - 0
h 10
m 2
8s
ITA
2 - 0
h 12
m 1
2s
√ √ √
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
5
1. P
aint
ing
on-lo
catio
n (p
rep)
- W
hat d
id C
ory
and
Bill
y ha
ve to
do
in o
rder
fo
r Cor
y to
acc
ess
the
iceb
erg
he w
ante
d to
pa
int?
And
wha
t cha
lleng
es d
id th
ey fa
ce?
(eg.
brin
g Co
ry’s
can
oe a
top
Bill
y’s
boat
; dr
op o
ff Co
ry’s
can
oe s
o Co
ry c
an p
aint
from
B
illy’
s bo
at, b
atte
ry o
n B
illy’
s bo
at d
ied)
2. P
aint
ing
(on-
loca
tion)
- “F
LOAT
ING
BY”
, OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
3. P
aint
ing
(on-
loca
tion)
- “B
OTT
OM
’S U
P”, O
IL P
AIN
TIN
G B
Y C
ORY
TR
ÉPA
NIE
R
1. P
aint
ing
on-lo
catio
n (p
rep)
2. P
aint
ing
(on-
loca
tion)
- “B
REA
KIN
G O
FF”,
OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
1. P
aint
ing
(on-
loca
tion)
- ch
alle
nges
- Wha
t cha
lleng
e do
es C
ory
face
whi
le
pain
ting
this
gla
cier
?- D
escr
ibe
Cory
’s s
et-u
p to
pai
nt th
e gl
acie
r?
How
is it
acc
essi
ble
to h
im e
ven
thou
gh it
’s
out i
n th
e m
iddl
e of
the
wat
er?
1. P
aint
ing
(on-
loca
tion)
1. P
aint
ing
(on-
loca
tion)
- “S
AM
’S W
ALL
” (S
TUD
Y), O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
2. P
aint
ing
(on-
loca
tion)
- in
spira
tion
- Wha
t ris
ks d
o yo
u th
ink
ther
e ar
e w
hen
pain
ting
in th
e A
rctic
?- W
hat i
nspi
res
Cory
’s w
ork?
Qik
iqta
rjuaq
, Baf
fin
Isla
nd, N
unav
ut
Coro
natio
n Fi
ord,
A
uyui
ttuq
Nat
iona
l Pa
rk, B
affin
Isla
nd,
Nun
avut
Coro
natio
n Fi
ord,
A
uyui
ttuq
Nat
iona
l Pa
rk, B
affin
Isla
nd,
Nun
avut
Coro
natio
n Fi
ord,
A
uyui
ttuq
Nat
iona
l Pa
rk, B
affin
Isla
nd,
Nun
avut
Sam
For
d Fi
ord,
B
affin
Isla
nd,
Nun
avut
2m 3
0s
2m 4
6s
2m 5
s
0m 2
9s
2m 4
s
17m
58s
20m
45s
22m
53s
23m
35s
28m
47s
15m
28s
17m
59s
20m
48s
23m
6s
26m
43s
ITA
2 - 0
h 15
m 2
8s
ITA
2 - 0
h 17
m 5
9s
ITA
2 - 0
h 20
m 4
8s
ITA
2 - 0
h 23
m 6
s
ITA
2 - 0
h 26
m 4
3s
√ √ √ √ √
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
6
1. P
aint
ing
(on-
loca
tion)
2. P
aint
ing
(in
wild
) - r
isks
- Wha
t are
risk
s th
at a
rtis
ts fa
ce w
hile
cr
eatin
g th
eir w
ork
in “
the
wild
”?“P
aint
ing
thes
e un
real
land
scap
es h
as it
s ris
ks. I
n th
e ro
ugh
wat
ers,
a b
oat b
reak
dow
n ca
n se
e yo
u sm
ashe
d up
aga
inst
unf
orgi
ving
ro
ck w
alls
. A s
erio
us in
jury
, and
hel
p is
man
y m
iles
and
days
aw
ay. A
nd th
e ev
er p
rese
nt
thre
at o
f the
Pol
ar B
ear.
Ret
urni
ng to
cam
p af
ter p
aint
ing
the
valle
y w
e fo
und
fres
h tr
acks
. We
wer
e fo
rtun
ate
it w
ande
red
off,
igno
ring
our g
ear.
But
that
doe
sn’t
mea
n it
won
’t be
bac
k. E
very
nig
ht, I
sle
ep w
ith m
y ne
w c
ompa
nion
, and
say
a p
raye
r.”
1. S
culp
ture
(In
uit A
rt)
- Wha
t doe
s Sa
m u
se to
scu
lpt t
he s
eal?
AN
S: S
oaps
tone
1. P
aint
ing
(on-
loca
tion)
- ch
alle
nges
- Wha
t del
ayed
Cor
y st
artin
g to
pai
nt th
e gl
acie
r?A
NS:
Wea
ther
, hik
ing
clos
er to
set
up
cam
p (h
ikin
g w
ith fu
lly-p
acke
d pa
cks)
2. P
aint
ing
(on-
loca
tion)
- “A
T TH
E G
LAC
IER”
, OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R
1. P
aint
ing
prep
(on
-loca
tion)
2. P
aint
ing
on-lo
catio
n (c
halle
nges
)3.
Pai
ntin
g (o
n-lo
catio
n) -
“UP
CLO
SE”,
OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
4. P
aint
ing
(on-
loca
tion)
- “A
LON
G L
AKE
HA
ZEN
”, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
Sam
For
d Fi
ord,
B
affin
Isla
nd,
Nun
avut
Wal
ker A
rm, B
affin
Is
land
, Nun
avut
Hen
riett
a N
esm
ith
Nes
mith
Gla
cier
, La
ke H
azen
, Q
uttin
irpaa
q N
atio
nal P
ark,
El
lesm
ere
Isla
nd,
Nun
avut
Lake
Haz
en,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
0m 5
0s
0m 1
2s
2m 1
1s
3m 5
6s
29m
54s
31m
29s
40m
51s
45m
2s
29m
4s
31m
17s
38m
40s
41m
6s
ITA
2 - 0
h 29
m 4
s
ITA
2 - 0
h 31
m 1
7s
ITA
2 - 0
h 38
m 4
0s
ITA
2 - 0
h 41
m 0
6s
√ √ √ √
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
7
1. P
aint
ing
(on-
loca
tion)
- “T
AN
QU
ARY
VIS
TA”
(STU
DY)
, OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R
1. P
aint
ing
(on-
loca
tion)
- “F
ORT
CO
NG
ER”
(STU
DY)
, OIL
PA
INTI
NG
B
Y C
ORY
TRÉ
PAN
IER
2. S
ketc
h (o
n-lo
catio
n)3.
Pai
ntin
g (o
n-lo
catio
n) -
chal
leng
es- W
hat c
onst
rain
ts w
as C
ory
unde
r whe
n pa
intin
g th
is p
aint
ing?
Wha
t con
flict
did
Cor
y fa
ce w
hen
pain
ting?
And
whi
ch c
halle
nges
?
1. P
aini
ng (
on-lo
catio
n)
1. Jo
hn F
rank
lin- D
escr
ibe
the
etch
ing
from
John
Fra
nklin
’s
first
exp
editi
on.
2. B
ill M
ason
- Wha
t was
Bill
Mas
on k
now
n fo
r?A
NS:
film
mak
er, c
anoe
ist,
and
pain
ter
1. P
aint
ing
(on-
loca
tion)
- pr
ep &
set
-up
- Why
do
you
thin
k m
id-d
ay is
bes
t to
scou
t a
loca
tion
to p
aint
?- W
hat w
ere
the
diffe
renc
es C
ory
expe
rien
ced
betw
een
pain
ting
here
and
pa
intin
g on
Baf
fin Is
land
?A
NS:
mor
e gr
een
& m
ore
mos
quito
es2.
Pai
ntin
g (o
n-lo
catio
n) -
“IN
TH
E D
ISTA
NC
E”, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
Tanq
uary
Fio
rd,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Fort
Con
ger,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Tanq
uary
Fio
rd
& M
acD
onal
d R
iver
, Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
“Bat
hurs
t Inl
et &
Wilb
erfo
rce
Falls
, N
unav
ut”
Bat
hurs
t Inl
et,
Nun
avut
1m 3
s
2m 5
3s
0m 4
5s
0m 5
0s
1m 1
6s
50m
53s
54m
53s
56m
50s
58m
12s
60m
29s
49m
50s
52m
0s
56m
5s
57m
22s
59m
13s
ITA
2 - 0
h 49
m 5
0s
ITA
2 - 0
h 52
m 0
s
ITA
2 - 0
h 56
m 5
s
ITA
2 - 0
h 57
m 2
2s
ITA
2 - 0
h 59
m 1
3s
√ √ √ √ √
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
8
1. P
aini
ng (
on-lo
catio
n) -
“SU
ND
OW
N O
N W
ILB
ERFO
RCE”
, OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R
2. P
aini
ng (
on-lo
catio
n) -
“O
VER
THE
EDG
E” (S
TUD
Y), O
IL P
AIN
TIN
G
BY
CO
RY T
RÉPA
NIE
R3.
Pai
ning
(on
-loca
tion)
- ch
alle
nges
- Why
did
Cor
y ha
ve to
set
up
his
canv
as s
o cl
ose
to th
e le
dge?
How
did
he
prep
it to
en
sure
it s
taye
d in
pla
ce?
- Wha
t ch
alle
nges
did
Cor
y fa
ce p
aint
ing
this
imag
e?A
NS:
sun
-goi
ng d
own,
mos
quito
es
(att
acki
ng h
im &
pic
king
off
pain
tings
)- W
hat d
oes
Cory
do
prio
r to
pain
ting
to
ensu
re p
rope
r lig
htin
g?A
NS:
Tak
es re
fere
nce
shot
s (p
hoto
grap
hy)
1. P
aint
ing
(on-
loca
tion)
- “G
LAC
IER
AT T
AY B
AY”,
OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R
1. P
aint
ing
(on-
loca
tion)
- “A
RCTI
C T
RAN
QU
ILIT
Y”, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
1. P
aint
ing
(on-
loca
tion)
1. A
rtis
t (in
spira
tion)
- Wha
t firs
t dre
w C
ory
to th
e A
rctic
?A
NS:
Unt
amed
bea
uty
- Who
did
he
first
trav
el w
ith a
nd w
hy?
AN
S: F
amily
, so
that
toge
ther
they
cou
ld
expe
rienc
e th
e w
onde
rs o
f the
Nor
th a
nd
its p
eopl
e.- H
ow lo
ng h
as C
ory
been
exp
lori
ng
the
Arc
tic?
AN
S: A
dec
ade
Wilb
erfo
rce
Falls
, N
unav
ut
Tay
Bay
, Sirm
ilik
Nat
iona
l Par
k, B
ylot
Is
land
, Nun
avut
Oliv
er S
ound
, Si
rmili
k N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Pond
Inle
t, Si
rmili
k N
atio
nal P
ark,
B
affin
Isla
nd &
Byl
ot
Isla
nd, N
unav
ut
Cana
dian
Arc
tic
3m 4
1s
1m 3
7s
1m 4
8s
3m 2
5s
2m 1
1s
67m
52s
75m
51s
77m
51s
81m
34s
2m 5
5s
64m
11s
74m
14s
76m
3s
78m
9s
0m 4
4s√
ITA
2 - 1
h 4m
11s
ITA
2 - 1
h 14
m 1
4s
ITA
2 - 1
h 16
m 3
s
ITA
2 - 1
h 18
m 9
s
ITA
3 - 0
h 0m
44s
√ √ √ √
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 5
9
1. A
rtis
t (in
spira
tion)
- Wha
t ani
mal
doe
s Co
ry h
ave
a sp
ecia
l co
nnec
tion
to?
And
how
did
he
first
sta
rt
pain
ting
plei
n ai
r?A
NS:
Red
-taile
d H
awk
(firs
t ani
mal
he
drew
as
a c
hild
)2.
Art
ist (
hist
ory)
1. P
aint
ing
on-lo
catio
n (s
elec
ting
a lo
catio
n)- W
here
did
Cor
y fir
st p
ull h
is e
asel
out
(on
da
y fiv
e)?
AN
S: A
ridg
e (b
ecau
se ri
dges
typi
cally
mea
n a
nice
vie
w)
2. P
aint
ing
(on-
loca
tion)
- “T
HO
MSE
N
RIV
ER V
ISTA
”, O
IL P
AIN
TIN
G B
Y C
OR
Y TR
ÉPA
NIE
R
1. P
aint
ing
(on-
loca
tion)
- “H
EAD
HIL
L”, O
IL
PAIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
1. P
aint
ing
(on-
loca
tion)
- fin
ding
ang
le2.
Pai
ntin
g (o
n-lo
catio
n) -
“AFT
ERN
OO
N
ON
TH
E TH
OM
SEN
”, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
1. S
ketc
hing
(on
-loca
tion)
2. A
rtis
t (w
ork-
proc
ess,
on-
loca
tion)
1. A
rctic
wol
f (w
ildlif
e)
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Hea
d H
ill,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Mus
kox
Riv
er
& H
ead
Hill
, A
ulav
ik N
atio
nal
Park
, Ban
ks
Isla
nd, N
orth
wes
t Te
rrito
ries
Hea
d H
ill,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Hea
d H
ill,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
2m 1
9s
2m 3
5s
1m 1
7s
0m 4
6s
2m 9
s
1m 9
s
10m
26s
13m
3s
14m
49s
15m
35s
18m
7s
19m
16s
8m 7
s
10m
28s
13m
32s
14m
49s
15m
58s
18m
7s
√ √ √ √ √ √
ITA
3 - 0
h 8m
7s
ITA
3 - 0
h 10
m 2
8s
ITA
3 - 0
h 13
m 3
2s
ITA
3 - 0
h 14
m 4
9s
ITA
3 - 0
h 15
m 5
8s
ITA
3 - 0
h 17
m 3
5s
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 6
0
1. P
aint
ing
(on-
loca
tion)
- ch
alle
nges
2. P
aint
ing
(on-
loca
tion)
- “E
ND
OF
THE
THO
MSE
N”
(STU
DY)
, OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R
1. P
aint
ing
(on-
loca
tion)
- Wha
t is
Cory
bat
tling
aga
inst
whe
n fin
ishi
ng
this
pai
ntin
g?A
NS:
Tim
e &
the
sett
ing
sun
1. P
aint
ing
(on-
loca
tion)
- se
ttin
g up
2. P
aint
ing
(on-
loca
tion)
- “F
ROB
ISH
ER
BAY
”, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
3. P
aint
ing
(on-
loca
tion)
- “I
SLA
ND
PO
OL”
, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
4. P
aint
ing
(on-
loca
tion)
- “B
EHIN
D
IQA
LUIT
”, O
IL P
AIN
TIN
G B
Y C
ORY
TR
ÉPA
NIE
R
1. S
ketc
h (o
n-lo
catio
n)
1. P
aint
ing
(on-
loca
tion)
- lo
catio
n sc
outin
g 2.
Pai
ntin
g (o
n-lo
catio
n) -
“NA
UJA
AT
VALL
EY”,
OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
1. S
ketc
hing
(on
-loca
tion)
2. P
aint
ing
(on-
loca
tion)
- “N
AU
JAAT
SU
NSE
T”, O
IL P
AIN
TIN
G B
Y C
ORY
TR
ÉPA
NIE
R- W
hat i
nspi
red
Cory
to p
aint
his
firs
t Arc
tic
pairi
ng (
on th
is e
xped
ition
)?A
NS:
wan
derin
g
1. P
aint
ing
(on-
loca
tion)
- “J
OH
N R
AE
WA
S H
ERE”
, OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
1. S
ketc
hing
(on
-loca
tion)
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Iqal
uit,
Baf
fin Is
land
, N
unav
ut
Iqal
uit,
Baf
fin Is
land
, N
unav
ut
Nau
jaat
, Nun
avut
Nau
jaat
, Nun
avut
Nau
jaat
, Nun
avut
Fort
Hop
e,N
orth
Pol
e R
iver
, N
unav
ut
Har
bour
Isla
nds,
N
unav
ut
2m 8
s
2m 1
6s
1m 3
8s
2m 2
7s
1m 4
s
0m 3
4s
4m 5
5s
3m 2
0s
22m
12s
25m
0s
26m
40s
29m
13s
30m
27s
33m
32s
38m
42s
45m
36s
20m
4s
22m
44s
25m
2s
26m
46s
29m
23s
32m
58s
33m
47s
42m
16s
√ √ √ √ √ √ √ √
ITA
3 - 0
h 20
m 4
s
ITA
3 - 0
h 22
m 4
4s
ITA
3 - 0
h 25
m 2
s
ITA
3 - 0
h 26
m 4
6s
ITA
3 - 0
h 29
m 2
3s
ITA
3 - 0
h 32
m 5
8s
ITA
3 - 0
h 33
m 4
7s
ITA
3 - 0
h 42
m 1
6s
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 6
1
1. P
aint
ing
(on-
loca
tion)
- “E
ND
LESS
LIG
HT”
, OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R2.
Pai
ntin
g (o
n-lo
catio
n) -
“CLI
FFS
AT A
RCTI
C B
AY”,
OIL
PA
INTI
NG
B
Y C
ORY
TRÉ
PAN
IER
3. S
ketc
hing
(on
-loca
tion)
- “A
RCTI
C B
AY”,
GRA
PHIT
E SK
ETC
H O
N
PAPE
R B
Y C
ORY
TRÉ
PAN
IER
1. A
rtis
t, A
.Y. J
acks
on
- fou
ndin
g m
embe
r of G
roup
of S
even
2. A
.Y. J
acks
on s
ketc
hed
in 1
930
3. S
ketc
h in
ode
to A
Y Ja
ckso
n
1. B
eech
ey Is
land
- A.Y
. Jac
kson
ske
tch
- “Th
e M
ary
at th
e fo
ot
of th
e cl
iffs.
”2.
Pai
ntin
g (o
n-lo
catio
n)- W
hat i
s th
e re
leva
nce
of th
e la
nd?
“The
land
scap
e is
big
ger t
han
the
hum
an
hist
ory.
This
land
is h
ere
befo
re a
nd a
fter,
and
we
leav
e ou
r mar
k on
it b
ut w
e ar
e ju
st
min
uscu
le c
ompa
red
to it
.”
1. P
aint
ing
(on-
loca
tion)
- “A
T RE
ST, B
EEC
HEY
ISLA
ND
”, O
IL
PAIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
1. P
aint
ing
(on-
loca
tion)
- Ca
swel
l Tow
er- W
hat i
s th
e ch
alle
nge
Cory
is fi
ghtin
g w
hen
tryi
ng to
pai
nt o
n D
evon
’s Is
land
?A
NS:
Sic
knes
s (t
he to
ll of
6 a
nd a
hal
f wee
ks
of A
rctic
trav
el)
1. P
aint
ing
(on-
loca
tion)
- “H
BC
AT
FORT
RO
SS”,
OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R- W
hat o
pene
d Co
ry u
p to
hav
ing
mor
e ac
cess
to th
e la
nd?
AN
S: E
xped
ition
Tou
rism
Ves
sel (
17-d
ays)
Arc
tic B
ay, B
affin
Is
land
, Nun
avut
Res
olut
e B
ay,
Corn
wal
lis Is
land
, N
unav
ut
Bee
chey
Isla
nd &
D
evon
Isla
nd,
Nun
avut
Bee
chey
Isla
nd,
Nun
avut
Casw
ell T
ower
,R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
Casw
ell T
ower
,R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
4m 3
0s
3m 5
s
1m 4
4s
2m 3
5s
1m 3
0s
3m 5
s
50m
6s
53m
12s
55m
24s
58m
20s
60m
5s
63m
11s
45m
36s
50m
7s
53m
40s
55m
45s
58m
35s
60m
6s
√ √ √ √ √ √
ITA
3 - 0
h 45
m 3
6s
ITA
3 - 0
h 50
m 7
s
ITA
3 - 0
h 53
m 4
0s
ITA
3 - 0
h 55
m 4
5s
ITA
3 - 0
h 58
m 3
5s
ITA
3 - 1
h 0m
6s
VIS
UA
L A
RTS
: AR
CTI
C A
RT
PRO
JEC
T FI
LM S
EGM
ENT
LIST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 6
2
1. P
aint
ing
(on-
loca
tion)
- “D
EVO
N C
OA
ST”,
OIL
PA
INTI
NG
BY
CO
RY
TRÉP
AN
IER
2. P
aint
ing
(on-
loca
tion)
- A
PPRO
AC
HIN
G G
IBB
S FI
ORD
”, O
IL
PAIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
1. P
aint
ing
(on-
loca
tion)
- “B
OTT
OM
OF
GIB
BS
FIO
RD”,
OIL
PA
INTI
NG
BY
CO
RY T
RÉPA
NIE
R2.
Art
ist (
refle
ctio
n &
insp
iratio
n)
1. A
rt E
xhib
ition
- Wha
t ste
ps d
o yo
u ne
ed to
take
to p
rep
for
an a
rt e
xhib
ition
?- H
ow m
any
expe
ditio
ns d
id C
ory
go o
n?A
NS:
four
exp
editi
ons,
60,
000
kilo
met
res
- Wha
t is
the
larg
est p
aint
ing
Cory
has
cr
eate
d?A
NS:
Gre
at G
laci
er (
15 fe
et w
ide)
; of
Coro
natio
n Fi
ord
on B
affin
Isla
nd- W
hat d
id C
ory
get a
sen
se o
f the
Arc
tic
thro
ugh?
AN
S: In
the
min
ute,
vas
t, w
ildlif
e &
peo
ple
2. P
aint
ing
(on-
loca
tion)
- “G
REAT
GLA
CIE
R”, O
IL P
AIN
TIN
G B
Y C
ORY
TRÉ
PAN
IER
Dun
das
Har
bour
, D
evon
Isla
nd,
Nun
avut
Gib
bs F
iord
, Baf
fin
Isla
nd, N
unav
ut
Was
hing
ton,
D.C
., U
SA
2m 7
s
1m 4
0s
0h 5
m 4
2s
65m
17s
67m
54s
1h 1
3m 3
7s
63m
10s
66m
14s
67m
55s
√ √ √
ITA
3 - 1
h 3m
10s
ITA
3 - 1
h 6m
14s
ITA
3 - 1
h 7m
55s
Grade levelK - 12 (this module can be adapted for all grade levels)
TimeApproximately 75 minutes (can be adapted for multiple class periods)
Learning Goals Z Students will discuss the importance of having strong navigation skills.
Z Students will practice their own navigation skills in their local community.
Z Students will gain an understanding of the importance of navigation, especially out in the wilderness.
Z Students will go on their own excursion and document their experience using a personal journal.
Film Trilogy Clips Linkvimeo.com/channels/itaoutdooreducation
Materials Z Navigation film segment list (included)
Z Computers (for research) Z Devices (to create video skit)
Overview In this activity, students will learn the importance of navigation and survival skills while out in the wilderness and practice their skills in their local area.
Focus questionWhat navigation skills are needed to survive out in the wilderness and how can we learn them?
Lesson DescriptionMinds on: Students will watch segments from Trépanier’s film series that highlight the variety of excursions Trépanier took throughout his journey and how he prepared for each one.
Action: Students will learn about smart navigation skills and tips on how to survive when out in the wilderness.
Conclusion: Students will practice their navigation skills out in the field and create a journal entry documenting their experience.
Minds on Ask students to share a family trip or a vacation experience. What went into the planning and preparations for the trip? Who planned it? How long did it take to plan? What supplies did you need? What important steps must someone take when planning a trip? Why? What extra steps do you think you need to take when travelling with younger people versus people with a lot of experience?
Explain to students that expeditions take months and even years to plan. Explorers and adventurers need to monitor weather, test out gear, assemble a team, map out routes, buy plane tickets, permits, etc. Ask students what types of things Trépanier had to consider and plan for his Arctic adventure. Use the following film clips and discussion prompts to review what went into Trépanier’s preparations for his journey:
Into the Arctic | Teacher’s Guide | Outdoor Education: Survival Skills | Page 63
OUTDOOR EDUCATION: SURVIVAL SKILLS
Film 1 (00h:02m:00s - 00h:03m:51s)
Discussion questions:
• What was Trépanier’s mission for his expedition?
• How long did he research and plan for his journey?
• What was his approach while exploring the Canadian Arctic?
• Who accompanied him on his first journey and what role did each of them have?
• What extra steps do you think you need to take when travelling with younger people? What about travelling with inexperienced people versus experienced people?
Film 2 (00h:03m:19s - 00h:06m:54s)
Discussion questions:
• What type of gear did Trépanier pack? How did he travel with it?
• How can you prepare for an environment that is constantly changing?
Film 3 (00h:04m:00s - 00h:07m:04s)
Discussion questions:
• How did Trépanier traverse the Thompson River? Who went with him?
• What supplies did they pack? How did they transport everything?
• Did anything unexpected happen during the trip? If yes, how was the situation handled? Could it have been handled better?
ActionInform students that having basic navigation and survival skills when out in the wilderness is vital for survival, even if you are only planning for a day hike on a local path. There are many skills associated with navigation and outdoor adventure. Ask students to brainstorm some skills needed and create a list as a class.
Connection to the Canadian Geography Framework
Concepts of Geographic Thinking
Z Geographic perspective Z Spatial significance
Inquiry Process
Z Gather and organize Z Evaluate and draw conclusions
Geospatial Skills
Z Foundational elements Z Technology Z Fieldwork
Into the Arctic | Teacher’s Guide | Outdoor Education: Survival Skills | Page 64
OUTDOOR EDUCATION: SURVIVAL SKILLS
Skills should include:
• Using a compass
• Map reading
• Staying on the path (avoiding shortcuts)
• Avoiding dangerous plants and animals
• Packing a backpack/daypack
• Locating north (without a compass)
• How to be prepared for all weather conditions
• How to respond during an emergency
• Knowing CPR and first aid
• Animal safety (e.g., bear spray, whistles or bells)
Divide students up into small groups and give each group a different navigation skill to investigate. Inform students that they will be creating a short video about the do’s and don’ts of their select skill. If students do not have access to the appropriate devices to create a video (tablets, smartphones), modify this activity for students to create a skit for the rest of the class instead. Explain that the purpose of this activity is to educate others on how to be prepared and know how to use their navigation skills when hiking, camping, or exploring outside.
When students are ready, allow time for each group to share their skit or film with the rest of the class. Once all groups have presented, have a class discussion about how students can practice these skills and strengthen them.
Conclusion and ConsolidationArrange for a field trip or excursion in your local community. Take students to visit a local park, conservation area, hiking trail, provincial or national park and have them practice their navigation skills that they learned earlier in class. Throughout the day, have students comment on the direction they are walking, and identify trees, plants and wildlife they see. Have students document their experience by writing in a journal throughout the day. When possible, arrange for longer reflection periods so students can draw something that the see on-site, adding to the geographical perspective of their field journal. Many conservation areas and parks offer student-oriented workshops specific to outdoor safety—if possible, invite an expert to join you during your excursion.
Into the Arctic | Teacher’s Guide | Outdoor Education: Survival Skills | Page 65
OUTDOOR EDUCATION: SURVIVAL SKILLS
Extend your geographical thinking The outdoors can be enjoyed by all in every season. Arrange for students to go on a nature walk or excursion in each season and discuss how the necessary navigation and survival skills may change based on the seasons. Create a poster or display to raise awareness in your school about navigation and survival skills.
ModificationsFor younger grades: Begin with basic navigation and map-reading skills and test these skills in your school playground or neighbourhood—somewhere your students are familiar with. Have students keep a journal throughout the school year about their experiences outside.
For older grades: Arrange for a camping weekend with students where they can go hiking and camping in the wild.
Additional:
• Invite a parent or community member to come in and share their experience from camping trips or excursions.
• Have students research current survival apps that assist campers outside.
• Introduce students to geocaching. Geocaching is a great way to get students outside and practicing their navigation skills.
• This activity can be incorporated into your annual class trip where students can use their new navigation skills.
Assessment Opportunities Teachers can assess:
• how students research and present their videos/skits.
• how students participate and are engaged in class discussions.
Students can assess their navigation skills while on their field excursion.
Students can submit their journals to be marked.
Into the Arctic | Teacher’s Guide | Outdoor Education: Survival Skills | Page 66
OUTDOOR EDUCATION: SURVIVAL SKILLS
OU
TDO
OR
ED
UC
ATIO
N: S
UR
VIV
AL
SKIL
LS F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 6
7
√ √ √ √ √ √
ITA
1 - 0
h 2m
15s
ITA
1 - 0
h 4m
14s
ITA
1 - 0
h 4m
58s
ITA
1 - 0
h 10
m 0
s
ITA
1 - 0
h 13
m 5
6s
ITA
1 - 0
h 15
m 3
4s
135s
0h 4
m 1
4s
4m 5
8s
10m
0s
13m
56s
15m
34s
3m 5
0s
4m 5
8s
10m
0s
11m
3s
15m
26s
18m
15s
1m 3
5s
0m43
s
5m 2
s
1m 3
s
1m 3
0s
2m 4
1s
Cale
don,
Ont
ario
Nor
thw
este
rn
Brit
ish
Colu
mbi
a
Daw
son
City
, Yuk
on
Daw
son
City
, Yuk
on
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Paul
atuk
, Nor
thw
est
Terr
itorie
s
1. E
xped
ition
& F
amily
Pre
p- H
ow o
ld w
ere
the
girls
? H
ad th
ey tr
avel
led
prev
ious
ly?
- Wha
t did
Cor
y &
his
fam
ily b
ring
with
them
on
thei
r jou
rney
? H
ow d
id th
ey p
repa
re fo
r th
eir j
ourn
ey?
1. H
ikin
g2.
Saf
ety
& F
irst A
id
1. E
xped
ition
Pre
p - D
emps
ter H
ighw
ay
(cha
lleng
es)
- Wha
t are
the
chal
leng
es o
f driv
ing
the
Dem
pste
r?2.
Can
oein
g &
fish
ing
- Su
barc
tic P
erm
afro
st L
ake
(tra
vel)
1. E
xped
ition
Pre
p - I
nuvi
k (p
acki
ng)
- Wha
t was
pac
ked
in th
e R
V?
- How
long
wer
e th
ey p
repa
ring
to li
ve o
ff th
e la
nd?
And
wha
t did
they
pre
pare
?
1. E
xped
ition
Pre
p - A
rctic
Riv
er (
chal
leng
es)
- How
wer
e th
e da
nger
ous
river
s av
oide
d?
1. E
xped
ition
Pre
p - A
rctic
Circ
le (
chal
leng
es)
- Wha
t cha
lleng
e di
d Co
ry &
his
fam
ily fa
ce
driv
ing
acro
ss th
e A
rctic
tund
ra?
- How
was
this
issu
e co
rrec
ted?
2. T
rave
l - A
rctic
Circ
le (
conc
erns
)- W
hat c
once
rns
did
Cory
hav
e ab
out t
he
all-t
erra
in v
ehic
les?
Why
are
suc
h ve
hicl
es
usef
ul?
3. E
xped
ition
(ch
alle
nges
)- W
hat s
topp
ed Jo
nah
from
retu
rnin
g to
the
fam
ily?
4. S
afet
y &
Pro
tect
ion
(cam
ping
)- W
hat a
nim
al w
as P
rince
ss (
Jona
h’s
husk
y)
keep
ing
wat
ch fo
r?5.
Foo
d (c
ampi
ng)
- Wha
t foo
d di
d th
e Tr
épan
ier’s
eat
for
brea
kfas
t?
OU
TDO
OR
ED
UC
ATIO
N: S
UR
VIV
AL
SKIL
LS F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 6
8
√ √ √ √ √ √
ITA
1 - 0
h 18
m 5
3s
ITA
1 - 0
h 21
m 0
s
ITA
1 - 0
h 24
m 1
9s
ITA
1 - 0
h 27
m 1
7s
ITA
1 - 0
h 31
m 5
s
ITA
1 - 0
h 32
m 1
5s
18m
53s
21m
0s
24m
19s
27m
17s
31m
5s
0h 3
2m 1
5s
19m
45s
23m
42s
27m
7s
28m
43s
32m
5s
37m
27s
0m 5
2s
2m 4
2s
2m 4
8s
1m 2
6s
1m 0
s
5m14
s
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Paul
atuk
, Nor
thw
est
Terr
itorie
s
Bro
ck R
iver
Can
yon,
ne
ar T
uktu
t Nog
ait
Nat
iona
l Par
k,
Nor
thw
est
Terr
itorie
sB
rock
Riv
er
Cany
on, n
ear T
uktu
t N
ogai
t Nat
iona
l Pa
rk, N
orth
wes
t Te
rrito
ries
Dem
pste
r Hig
hway
, Yu
kon
1. G
ear (
cam
ping
, exp
editi
on tr
avel
)- W
hat d
id th
e Tr
épan
ier’s
do
to s
et u
p th
eir
cam
p si
te?
2. E
xped
ition
(ch
alle
nges
, cam
ping
, she
lter)
- Wha
t do
you
thin
k th
e da
nger
was
set
ting
up th
e ca
mps
ite c
lose
to th
e ed
ge o
f the
clif
f?
1. A
rctic
Wea
ther
(pr
epar
atio
n, c
halle
nges
)
1. C
ampi
ng, f
ood
(Arc
tic C
ircle
)- W
hat f
ood
did
the
fam
ily e
at fo
r din
ner?
2. C
ampi
ng -
Arc
tic C
ircle
(ch
alle
nges
)- W
hat c
halle
nges
did
And
ie m
eet h
er fi
rst
mor
ning
in th
e A
rctic
Circ
le?
AN
S: A
col
d fr
om b
are
feet
, hai
r stu
ck in
tent
, et
c.
1. C
ampi
ng (
safe
ty, g
ear)
- Why
’s it
impo
rtan
t to
brin
g a
first
aid
kit
/ be
car
eful
pla
ying
on
rock
s?2.
Cam
ping
(ge
ar)
- Wha
t did
the
fam
ily u
se to
mak
e a
cam
pfire
?
1. C
ampi
ng, f
ood
2. T
rave
l (AT
V)
- How
long
was
the
jour
ney
back
to P
aula
tuk?
AN
S: 1
1 ho
urs
1. C
ampi
ng -
Bro
ck R
iver
Can
yon
(gea
r)- W
hen
outd
oors
, wha
t can
you
use
to s
tay
dry
from
the
rain
?2.
Griz
zly
Bea
r - e
ncou
nter
(w
ildlif
e)- W
hat d
o yo
u do
if y
ou s
ee a
bea
r in
the
wild
?
OU
TDO
OR
ED
UC
ATIO
N: S
UR
VIV
AL
SKIL
LS F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 6
9
√ √ √
√ √ √
ITA
1 - 0
h 37
m 3
4s
ITA
1 - 0
h 41
m 2
0s
ITA
1 - 0
h 45
m 7
s
ITA
2 - 0
h 3m
43s
ITA
2 - 0
h 8m
0s
ITA
2 - 0
h 10
m 2
8s
37m
34s
41m
20s
45m
7s
3m 4
3s
8m 0
s
10m
28s
40m
8s
43m
36s
45m
40s
5m 2
3s
10m
1s
12m
10s
2m 3
4s
2m 1
6s
0m 3
3s
1m 4
0s
2m 1
s
1m 4
2s
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Brit
ish
Mou
ntai
ns,
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Brit
ish
Mou
ntai
ns,
Ivva
vik
Nat
iona
l Pa
rk, Y
ukon
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Mou
nt T
hor,
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Mou
nt T
hor,
Auy
uitt
uq N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
1. In
uvik
(tr
avel
)- H
ow d
id C
ory
prep
for h
is h
ike?
- How
did
Cor
y go
ove
r the
Mac
kenz
ie D
elta
?A
NS:
Fle
w n
orth
wes
t in
a Tw
in O
tter
2. E
xped
ition
& C
ampi
ng P
rep
(Ivv
avik
N
atio
nal P
ark)
1. C
ampi
ng (
prep
arat
ion)
- How
did
Cor
y se
cure
his
tarp
?
1. T
rave
l- I
n or
der t
o fin
ish
his
colle
ctio
n, h
ow m
any
mor
e tim
es a
nd o
ver h
ow m
any
year
s do
es
Cory
pla
n to
retu
rn to
the
Arc
tic?
- Wha
t hik
ing
gear
was
use
d to
hik
e th
e B
C
rock
y m
ount
ains
? A
nd h
ow lo
ng d
id th
e hi
ke
take
?
1. H
ikin
g; e
xped
ition
pre
p, ri
ver c
ross
ing
2. E
xped
ition
pre
p- H
ow m
uch
extr
a w
eigh
t can
you
r art
su
pplie
s ad
d to
you
r pac
k?
1. H
ikin
g- H
ow m
any
days
will
the
hike
to M
ount
Tho
r ta
ke in
-tota
l?A
NS:
10
days
2. E
xped
ition
pre
p
1. H
ikin
g2.
Exp
editi
on p
rep
OU
TDO
OR
ED
UC
ATIO
N: S
UR
VIV
AL
SKIL
LS F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 7
0
√ √ √ √ √
ITA
2 - 0
h 15
m 2
8s
ITA
2 - 0
h 26
m 4
3s
ITA
2 - 0
h 29
m 4
s
ITA
2 - 0
h 34
m 3
9s
ITA
2 - 0
h 41
m 0
6s
15m
28s
26m
43s
29m
4s
34m
39s
41m
6s
17m
58s
28m
47s
29m
54s
36m
59s
45m
2s
2m 3
0s
2m 4
s
0m 5
0s
2m 2
0s
3m 5
6s
Qik
iqta
rjuaq
, Baf
fin
Isla
nd, N
unav
ut
Sam
For
d Fi
ord,
B
affin
Isla
nd,
Nun
avut
Sam
For
d Fi
ord,
B
affin
Isla
nd,
Nun
avut
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Lake
Haz
en,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
1. C
anoe
ing
- Is
ther
e da
nger
can
oein
g ne
xt to
an
iceb
erg?
AN
S: T
here
is e
xtre
me
dang
er in
pad
dlin
g cl
ose
to a
n ic
eber
g. W
hen
it fli
ps o
ver,
it di
spla
ces
such
a h
uge
volu
me
of w
ater
, tha
t it
can
suck
you
und
er. Y
este
rday
, we
saw
this
tu
rn o
ver f
rom
sho
re. I
’m h
opin
g it
that
will
ke
ep it
set
tled
for a
whi
le, a
nd m
e sa
fe.”
1. S
afet
y pr
epar
atio
n (a
gain
st w
ild b
ears
)- W
hat d
id S
am a
nd Ja
yko
give
Cor
y to
pr
otec
t him
whi
le th
ey w
ent fi
shin
g? W
hat d
o yo
u th
ink
it w
as p
rote
ctin
g hi
m fr
om?
1. R
isks
(w
hen
crea
ting
art /
exp
lorin
g th
e “w
ild”)
- Wha
t are
risk
s th
at a
rtis
ts fa
ce w
hile
cr
eatin
g th
eir w
ork
in “
the
wild
”?
1. T
rave
l- W
hat a
re th
e em
erge
ncy
cach
es in
the
park
us
ed fo
r?2.
Exp
editi
on s
afet
y 3.
Exp
editi
on tr
avel
(sn
owm
obile
)- H
ow d
id C
ory
(& tr
oupe
) tr
avel
to s
ave
them
tim
e on
thei
r jou
rney
?A
NS:
sno
wm
obile
- And
how
man
y ki
lom
etre
s di
d it
cut o
ff th
eir
hike
?A
NS:
20
km- W
hat p
robl
em d
id th
e te
am fa
ce w
ith th
is
mea
ns o
f tra
vel?
AN
S: m
etal
cle
ats
seiz
ed u
p be
caus
e th
ere
isn’
t eno
ugh
snow
1. T
rave
l Pre
p (W
eath
er)
- Wha
t are
the
wea
ther
cha
lleng
es y
ou m
ight
fa
ce w
hile
exp
lorin
g th
e A
rctic
?
OU
TDO
OR
ED
UC
ATIO
N: S
UR
VIV
AL
SKIL
LS F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 7
1
√ √ √ √ √ √ √
ITA
2 - 0
h 45
m 0
3s
ITA
2 - 0
h 46
m 5
4s
ITA
2 - 0
h 49
m 5
0s
ITA
2 - 0
h 50
m 5
4s
ITA
2 - 0
h 55
m 7
s
ITA
2 - 1
h 0m
43s
ITA
2 - 1
h 8m
16s
45m
3s
46m
54s
49m
50s
50m
54s
55m
7s
60m
43s
68m
16s
46m
37s
48m
58s
50m
53s
51m
57s
56m
2s
63m
19s
70m
30s
1m 3
4s
2m 4
s
1m 3
s
1m 3
s
0m 5
5s
2m 3
6s
2m 1
4s
Lake
Haz
en,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Tanq
uary
Fio
rd,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Tanq
uary
Fio
rd,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Mac
Don
ald
Riv
er
Valle
y, Q
uttin
irpaa
q N
atio
nal P
ark,
El
lesm
ere
Isla
nd,
Nun
avut
Mac
Don
ald
Riv
er,
Qut
tinirp
aaq
Nat
iona
l Par
k,
Elle
smer
e Is
land
, N
unav
ut
Wilb
erfo
rce
Falls
, N
unav
ut
Pond
Inle
t, Si
rmili
k N
atio
nal P
ark,
B
affin
Isla
nd &
Byl
ot
Isla
nd, N
unav
ut
1. S
afet
y (a
gain
st A
rctic
wol
ves)
1. S
ettin
g up
tent
(ex
pedi
tion
trav
el)
1. W
ater
pre
para
tion
(exp
editi
on tr
avel
)- W
hat d
o yo
u th
ink
Cory
is d
oing
to h
is
wat
er?
1. S
afet
y - M
acD
onal
d R
iver
Val
ley
- Sun
shin
e ca
uses
wat
er-le
vels
to ri
se. W
hat
are
the
dang
ers
of th
is?
1. S
ettin
g up
Cam
p
1. E
xped
ition
gea
r- W
hat g
ear d
id C
ory
have
whe
n jo
urne
ying
to
Wilb
erfo
rce
Falls
?2.
Set
ting
up c
amp
(pre
p &
saf
ety)
- Wha
t is
in th
e be
ar-p
rote
ctio
n pa
ckag
e?A
NS:
ele
ctric
bea
r fen
ce
1. B
oatin
g2.
Drin
king
wat
er in
wild
(fr
esh
wat
er fr
om
iceb
erg)
3. S
ettin
g up
cam
p
OU
TDO
OR
ED
UC
ATIO
N: S
UR
VIV
AL
SKIL
LS F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 7
2
√ √
√ √ √ √
ITA
2 - 1
h 10
m 4
2s
ITA
2 - 1
h 16
m 3
s
ITA
3 - 0
h 0m
44s
ITA
3 - 0
h 3m
8s
ITA
3 - 0
h 6m
0s
ITA
3 - 0
h 10
m 2
8s
70m
42s
76m
3s
0m 4
4s
3m 8
s
6m 0
s
10m
28s
71m
26s
77m
51s
2m 5
5s
4m 5
7s
7m 3
7s
13m
3s
0m 4
4s
1m 4
8s
2m 1
1s
1m 4
9s
1m 3
7s
2m 3
5s
Tay
Bay
, Sirm
ilik
Nat
iona
l Par
k, B
ylot
Is
land
, Nun
avut
Oliv
er S
ound
, Si
rmili
k N
atio
nal
Park
, Baf
fin Is
land
, N
unav
ut
Cana
dian
Arc
tic
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
1. E
xped
ition
cam
ping
(C
halle
nges
)- W
hat p
robl
em o
ccur
red
afte
r set
ting
up
cam
p on
Tay
Bay
?A
NS:
Sho
re-le
vel r
isin
g an
d flo
oded
cam
psite
1. T
rave
ling
(boa
t)
1. E
xped
ition
trav
el (
dist
ance
)- I
n IT
A3,
how
muc
h di
stan
ce d
oes
Cory
sp
an?
AN
S: 4
0,00
0 km
s- W
here
was
Cor
y tr
avel
ling?
AN
S: B
anks
Isla
nd, H
udso
n B
ay, F
robi
sher
B
ay a
nd th
e N
orth
Wes
t pas
sage
.
1. E
xped
ition
trav
el- H
ow lo
ng is
Cor
y tr
avel
ling
the
Arc
tic?
AN
S: 9
wee
ks
1. E
xped
ition
(ch
alle
nges
)- W
hat w
as th
e fir
st c
halle
nge
Cory
face
d?A
NS:
No
netw
ork
on th
e ph
one
2. E
xped
ition
trav
el (
prep
arat
ion)
- Wha
t mon
th d
id C
ory
trav
el in
?A
NS:
Beg
inni
ng o
f Jul
y
1. C
ampi
ng in
Arc
tic (
thre
ats
/ ch
alle
nges
)- W
hat t
hrea
ts d
o yo
u fa
ce w
hen
cam
ping
in
the
Arc
tic?
Wha
t thr
eats
do
you
face
whe
n ca
mpi
ng e
lsew
here
?2.
Cam
ping
trav
el- W
hy c
ould
n’t t
he te
am c
anoe
?A
NS:
The
win
ds w
ere
too
stro
ng
OU
TDO
OR
ED
UC
ATIO
N: S
UR
VIV
AL
SKIL
LS F
ILM
SEG
MEN
T LI
ST
FILM
IT
A 1
FILM
IT
A 2
FILM
IT
A 3
CLI
P N
AM
E FI
LM T
IMEC
OD
E
STA
RT
FILM
TIM
ECO
DE
END
FILM
TIM
ECO
DE
DU
RAT
ION
LOC
ATIO
NTA
GS
& E
DU
CAT
ION
AL
INFO
Into
the
Arc
tic |
Teac
her’
s G
uide
| Pa
ge 7
3
√ √ √ √ √ √ √ √
ITA
3 - 0
h 13
m 4
s
ITA
3 - 0
h 14
m 4
9s
ITA
3 - 0
h 18
m 7
s
ITA
3 - 0
h 33
m 4
7s
ITA
3 - 0
h 38
m 4
2s
ITA
3 - 0
h 42
m 1
6s
ITA
3 - 0
h 50
m 7
s
ITA
3 - 1
h 0m
6s
13m
4s
14m
49s
18m
7s
33m
47s
38m
42s
42m
16s
50m
7s
60m
6s
13m
32s
15m
35s
19m
16s
38m
42s
42m
4s
45m
36s
53m
12s
63m
11s
0m 2
8s
0m 4
6s
1m 9
s
4m 5
5s
3m 2
2s
3m 2
0s
3m 5
s
3m 5
s
Thom
sen
Riv
er,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Mus
kox
Riv
er
& H
ead
Hill
, A
ulav
ik N
atio
nal
Park
, Ban
ks
Isla
nd, N
orth
wes
t Te
rrito
ries
Hea
d H
ill,
Aul
avik
Nat
iona
l Pa
rk, B
anks
Is
land
, Nor
thw
est
Terr
itorie
s
Fort
Hop
e,N
orth
Pol
e R
iver
, N
unav
ut
Fort
Hop
e,N
orth
Pol
e R
iver
, N
unav
ut
Har
bour
Isla
nds,
Nun
avut
Res
olut
e B
ay,
Corn
wal
lis Is
land
, N
unav
ut
Casw
ell T
ower
,R
adst
ock
Bay
, D
evon
Isla
nd,
Nun
avut
1. A
rctic
cha
r (su
rviv
al -
fishi
ng)
1. E
xped
ition
(ca
mpi
ng)
2. C
anoe
ing
(tra
vel)
1. E
xped
ition
saf
ety
(arc
tic w
olve
s -
enco
unte
r)
1. E
xped
ition
trav
el &
pre
p- W
hat w
as k
eepi
ng C
ory
from
ent
erin
g th
e pa
rk?
AN
S: ic
e
1. F
ishi
ng2.
Tra
vel (
chal
leng
es)
- Wha
t is
stop
ping
Cor
y fr
om g
ettin
g to
U
kkus
iksa
lik?
And
how
long
had
it b
een
keep
ing
them
?A
NS:
ice
(10-
days
)
1. E
xped
ition
(tr
avel
)- W
hat s
tops
Cor
y in
his
trac
ks?
AN
S: a
hum
an s
kull
1. A
.Y. J
acks
on2.
John
Fra
nklin
3. S
ailin
g
1. T
rave
lling
by
ship
(Ex
pedi
tion
Tour
ism
Ve
ssel
)
Grade levelK - 12 (this module can be adapted for all grade levels)
TimeApproximately 75 minutes (Can be adapted for multiple class periods)
Learning Goals Z Students will learn more about expedition preparations and the geography of the North by planning and mapping their own Arctic adventure.
Z Students will gain knowledge about different equipment used during expeditions and in the North, and how to use the equipment safely.
Z Students will become informed of the challenges that go into preparing for a voyage and learn how to keep themselves out of harm’s way.
Materials Z Computers (for research) Z Arctic expedition planning template (Appendix 3, page 76)
Overview In this activity, students will apply their knowledge of the Arctic and what they learned in Trépanier’s Into The Arctic trilogy to plan and map their own Arctic adventure.
Focus questionIf I went on an Arctic expedition, where would I go and what would my expedition look like?
Lesson DescriptionMinds on: Students will reflect on what they have learned about the Arctic and brainstorm what parts of the Arctic they are drawn to and interested in.
Action: Students will plan and map their own Arctic adventure.
Conclusion: Students will discuss the challenges that went into their planning and preparation, the types of people they would like to accompany them on the expedition, and compare the similarities and differences between each student’s adventure.
Minds on Create a class discussion on what draws people to visit and explore the Arctic. Ask students if they could visit the Arctic, where would they go and why. Have students answer the following questions in their notebooks or share their ideas with a partner.
Discussion questions:
• What interests, skills or hobbies do students have that would draw them to visit and explore the Arctic?
• How can I use my skills/hobbies to explore the Arctic? Where would I go?
• What would I need to research further before going to the Arctic?
• Does anything worry or scare me about the Arctic? Does anything excite me?
Next, have students write down one question about what they want to learn more about in the Canadian Arctic. How can they go about finding the answer to their question? Have students share their questions with the class and allow time for students to offer suggestions about how to find these answers.
Into the Arctic | Teacher’s Guide | Cumulative Learning Experience: Arctic Adventure | Page 74
CUMULATIVE LEARNING EXPERIENCE: ARCTIC ADVENTURE
ActionInform the class that they will be planning and mapping their own Arctic adventure, just like Cory Trépanier did. The purpose of this activity is for students to map out an Arctic expedition and to plan it around the development of a skill (e.g., photography, painting, videography) or focusing on something of interest (e.g., plants, wildlife, climate change). Using computers for research and the Arctic Expedition Planning template (appendix 2, pg 78), have students research and plan their own Arctic adventure.
Remind students that they must plan their expedition around the following guidelines:
• Students must have a focus for their expedition. Why are they visiting?
• Students can invite a maximum of three people to accompany them. Ask students to outline who these people would be and their skill sets.
• Students must travel to an Arctic location in Canada. No international travel.
• Students must identify how they will be travelling around (e.g., by ship or boat, on foot, by truck).
• Students must visit a minimum of five locations, and include why they chose these locations.
• Students have a maximum of two months for this expedition (season can be determined by students).
• Students must create a list of the gear they will travel with (encourage students to be as specific as possible).
• Students should create a budget for their expedition. How much will it cost?
• Students should indicate how they plan on staying in touch (e.g., cell phones, satellite phones, social media) with family back home.
• Students should have a plan in case medical assistance is needed.
• Students should indicate if, and how, they plan on working with locals at any point during their expedition.
Conclusion and Consolidation Allow time for students to share their Arctic expedition with the rest of the class. This can be done in the form of a gallery walk around your classroom, online through your Google Classroom account, or by doing class presentations.
Once everyone has shared their Arctic expedition, have a class discussion about where students wanted to go, why, who went with them, and any patterns and trends that stood out among the expeditions. What important preparations and decisions must someone consider when planning a trip to the Canadian Arctic? How can someone best prepare for a trip like this?
Connection to the Canadian Geography Framework
Concepts of Geographic Thinking
Z Patterns and Trends Z Geographic perspective Z Spatial significance
Inquiry Process
Z Gather and organize Z Interpret and analyze Z Evaluate and draw conclusions Z Communicate
Geospatial Skills
Z Foundational elements Z Spatial representations
Into the Arctic | Teacher’s Guide | Cumulative Learning Experience: Arctic Adventure | Page 75
CUMULATIVE LEARNING EXPERIENCE: ARCTIC ADVENTURE
Extend your geographical thinkingHave students create their own gear review. Ask students to select one item they considered a necessity for their Arctic adventure and research it. For example, rather than having students write “tent” on their packing list, have students research which specific tent they want and why. Have students select one specific item and imagine they are in the Arctic testing this gear. Have students write a mock gear review for their item.
Modifications For younger students: Project a map of the Canadian Arctic onto the board and brainstorm together where you would like to go. Use Google Earth to see what the landscape looks like there. Select five locations to visit and then divide students into five groups, each group researching one of the locations.
For older students: Have students keep track of the amount of kilometres they travel and how they travel to each place. Have students keep track of travel costs and present a final budget along with their presentation.
Additional: Students can choose to work in small groups or individually. Students can also be given the option to map out their expedition using online tools like Esri Story Maps and Google Tour Builder or on paper. Teachers can also assemble groups and give each group a specific focus, budget, or challenge which students must follow.
Assessment OpportunitiesStudents can submit their expedition plan as a final assignment.
If students are presenting their expedition to the class, teachers can integrate a peer assessment tool where students can assess other students.
Into the Arctic | Teacher’s Guide | Cumulative Learning Experience: Arctic Adventure | Page 76
CUMULATIVE LEARNING EXPERIENCE: ARCTIC ADVENTURE
NAME OF NATIONAL PARK
AREA (KM2)
TERRITORY
TYPES OF GEOGRAPHICAL FEATURES FOUND WITHIN (e.g., lake, mountain, fiord)
ANIMALS FOUND IN THE PARK
TYPES OF PLANTS
TYPES OF TOURISM ACTIVITIES
FUN FACT ABOUT THE PARK
ASPECT OF THE PARK AFFECTED BY CLIMATE CHANGE
STEPS BEING TAKENTO REDUCE CARBON/ENVIRONMENTAL FOOTPRINT OF PARK OPERATIONS & TOURISM
APPENDIX 1
Into the Arctic | Teacher’s Guide | Appendix 1 | Page 77
NATIONAL PARK TEMPLATE
ARCTIC GEOGRAPHY
EXPLORER NAME
HOMETOWN/COUNTRY OF ORIGIN
DATE OF BIRTH/DEATH
DESCRIPTION OF CHARACTER (e.g., passion, occupation, family, education)
VOYAGE DETAILS (e.g., departure, form of transportation, specific places visited)
CHALLENGES THEY FACED
MOST FAMOUS FOR…
HOW THEY IMPACTED THE ARCTIC AND OUR UNDERSTANDING/KNOWLEDGE OF THIS REGION
HISTORY: ARCTIC EXPLORATION
APPENDIX 2
Into the Arctic | Teacher’s Guide | Appendix 2 | Page 78
ARCTIC EXPLORER TEMPLATE
EXPEDITION FOCUS (Why are you visiting? What is your purpose?)
PACKING LIST
TEAM MEMBERS LIST (names, skills)
LOCATION BREAKDOWN (For each location, students should identify place names, why they are visiting, how they got there, what they are doing in that location, what they really want to see, anyone they would like to meet along the way, etc.)
CUMULATIVE LEARNING EXPERIENCE: ARCTIC ADVENTURE
APPENDIX 3
Into the Arctic | Teacher’s Guide | Appendix 3 | Page 79
ARCTIC EXPEDITION PLANNING TEMPLATE
Qu
ttinirp
aaq
Sirm
ilik
Au
yuittu
q
Ukku
siksalik
Tuktu
tN
og
ait
Au
lavik
Ivvavik
Klu
ane
Vu
ntu
t
BA
FFIN B
AYB
AIE D
E BA
FFIN
Victoria Strait
Détroit de Victoria
FOXE B
ASIN
BA
SSIN D
E FOXE
HU
DSO
N B
AYB
AIE D
’HU
DSO
N
Foxe Channel
Canal Foxe
Hudson Strait
Détroit d’H
udson
DAVIS STRA
ITD
’ETROIT D
E DAVIS
GU
LF OF B
OO
THIA
GO
LFE DE B
OO
THIA
Lancaster Sound
Son Lancaster
Nares Strait Détroit de Nares
M’Clure Strait
Détroit de M’Clure
M’ Clintok Channel
Canal M’ Clintok
BEA
UFO
RT SEAM
ER DE B
EAU
FORT
Am
undsen Gulf
Golfe d’am
undsen
Viscount Melville Sound
Vicomte de M
elvillePA
RRY CHA
NN
EL CAN
AL PA
RRY
Clyd
e River
Nau
jaat
Ran
kin In
let
Yellow
knife
No
rman
Wells
Inu
vik
Reso
lute
Cam
brid
ge B
ay
Arctic B
ayP
on
d In
let
Iqalu
it
Sach
s Harb
ou
r
Bath
urst In
let
Qikiq
tarjuaq
Pau
latuk
Pan
gn
irtun
g
Grise Fio
rd
Ellesmere Island
Île d’Ellesmere
Banks IslandÎle B
anks
Baffin Island
Île de Baffin
Vicoria IslandÎle Victoria
Devon IslandÎle D
evon
Axel H
eiberg IslandÎle A
xel Heiberg
Bylot IslandÎle B
ylotSom
erset IslandÎle Som
erset
Boothia Peninsula
Péninsule Boothia
Southhampton Island
Île Southhampton
King William
IslandÎle King W
illiam
Exp
editio
n R
ou
te 1Itin
éraire de l’exp
éditio
n 1
Exp
editio
n R
ou
te 2Itin
éraire de l’exp
éditio
n 2
Exp
editio
n R
ou
te 3Itin
éraire de l’exp
éditio
n 3
Exp
editio
n R
ou
te 4Itin
éraire de l’exp
éditio
n 4
Pain
ting
Locatio
ns
Lieux d
e pein
ture
Natio
nal P
ark - parc n
ation
al
0300
(km)
(mi)
0200
LEG
EN
D • LE
GE
ND
E
YU
KO
N
NO
RT
HW
ES
T T
ER
RIT
OR
IES
TE
RR
ITO
IRE
S D
U N
OR
D-O
UE
ST
NU
NA
VU
T
CANADA
Arctic Circle
Cercle polaire arctique
INTO
THE A
RCTIC
EXPEDITIO
NS
Sp
ann
ing
1.5 millio
n sq
uare kilo
metres, th
e C
anad
ian A
rctic is a land
of extrem
es. To cap
ture
the b
eauty an
d b
readth
of th
is regio
n, C
ory
Trépan
ier un
derto
ok fo
ur exp
editio
ns to
pain
t the fu
rthest reach
es of th
e No
rth.
With
a pack fu
ll of p
aintin
g, fi
lmin
g, an
d cam
pin
g g
ear, he
traversed o
ver 40,000 kilom
etres, thro
ug
h 6 A
rctic Natio
nal
Parks an
d 16 A
rctic com
mu
nities, an
d exp
lored
man
y mo
re p
laces in b
etween
. He travelled
by p
lane, h
elicop
ter, ship
, b
oat, can
oe, an
d o
n fo
ot, o
ften strip
pin
g b
ack day-to
-day
accou
tremen
ts to th
e basics o
f hikin
g b
oo
ts, foo
d, an
da ten
t, in o
rder to
imm
erse him
self in h
is sub
ject.
Exp
lore th
e map
to learn
mo
re abo
ut Trép
anier’s
jou
rneys th
rou
gh
this w
ild reg
ion
of o
ur p
lanet
TH
E LA
ND
SC
AP
ET
he C
anad
ian A
rctic is a vast land
, mad
e up
of an
archip
elago
of o
ver 35,000 island
s at the
geo
grap
hical ap
ex of N
orth
Am
erica. It’s pan
oram
ic land
scapes in
clud
e mo
un
tains, g
laciers, iceb
ergs, p
olar d
eserts, end
less tun
dra, ep
hem
eral flo
ra, un
tou
ched
rivers, rug
ged
coastlin
es, and
ro
cks of every size an
d sh
ape, p
resentin
g en
dless artistic ch
alleng
es.
LE PA
YS
AG
EL’A
rctiqu
e canad
ien est u
ne vaste éten
du
e qu
i est form
ée d’u
n arch
ipel d
e plu
s de 35 000 îles
et est située au
pô
le géo
grap
hiq
ue d
e l’Am
ériqu
e du
No
rd. P
armi ses p
aysages p
ano
ramiq
ues
offran
t des d
éfis artistiq
ues illim
ités, on
trou
ve des m
on
tagn
es, des g
laciers, des iceb
ergs, d
es d
éserts po
laires, un
e tou
nd
ra sans fi
n, u
ne fl
ore ép
hém
ère, des rivières in
tactes, un
littoral
acciden
té et des ro
chers d
e tou
tes tailles et de to
utes fo
rmes.
EX
PLO
RA
TIO
NTrép
anier’s exp
editio
ns b
egan
with
extensive research
, rou
te plan
nin
g, g
ear testing
, and
foo
d
deh
ydratio
n. In
the fi
eld, h
is travel com
pan
ion
s varied: h
is wife an
d tw
o d
aug
hters; a sin
gle
camerap
erson
; Parks C
anad
a staff; Arctic o
utfi
tters; and
the In
uit, w
ho
se gen
eration
s on
the lan
d
bro
ug
ht rich
layers of exp
erience to
his jo
urn
eys.
EX
PLO
RA
TIO
NLes exp
éditio
ns d
e Trépan
ier on
t com
men
cé par d
es recherch
es app
rofo
nd
ies, la plan
ificatio
n
des itin
éraires, la mise à l’essai d
u m
atériel et la désh
ydratatio
n d
es alimen
ts. Su
r le terrain, ses
com
pag
no
ns d
e voyag
e n’o
nt p
as tou
jou
rs été les mêm
es : sa femm
e et ses deu
x filles; u
n seu
l cam
éraman
; du
perso
nn
el de P
arcs Can
ada; d
es po
urvo
yeurs d
ans l’A
rctiqu
e; et, des In
uits d
on
t les g
énératio
ns à vivre su
r cette terre on
t app
orté u
ne rich
e som
me d
’expérien
ce à ses voyag
es.
HIS
TO
RY
Walkin
g in
the step
s of p
ast explo
rers, such
as Ad
olp
hu
s Greely (1844 - 1935) an
d Jo
hn
Franklin
(1786 - 1847), Trép
anier p
ainted
in h
istoric p
laces across th
e Arctic, w
here rem
nan
ts of th
e past
exist in th
e form
of o
utp
osts, sto
ne h
ou
ses, archeo
log
ical sites, and
graves.
HIS
TO
IRE
En
march
ant d
ans les traces d
’explo
rateurs d
u p
assé com
me A
do
lph
us G
reely (1844-1935) et Joh
n
Franklin
(1786-1847), Trépan
ier a pein
t dan
s des lieu
x histo
riqu
es de l’A
rctiqu
e, là où
des vestig
es d
u p
assé existent so
us la fo
rme d
’avant-p
ostes, d
e maiso
ns d
e pierres, d
e sites archéo
log
iqu
es et d
e tom
bes.
WILD
LIFEIn
the rem
oten
ess of th
e Arctic, w
ildlife rarely en
cou
nter h
um
ans an
d as a resu
lt are often
curio
us.
Becau
se of th
is, Trépan
ier had
face-to-face en
cou
nters w
ith A
rctic wo
lves, experien
ced th
e un
settling
g
aze of w
atchfu
l po
lar bears, w
itnessed
mu
skox b
utt h
eads u
p clo
se, and
watch
ed falco
ns h
un
t o
verhead
.
FAU
NE
Dan
s l’éloig
nem
ent d
e l’Arctiq
ue, la fau
ne ap
erçoit rarem
ent d
es hu
main
s, de so
rte qu
e les anim
aux
son
t sou
vent cu
rieux. Trép
anier a d
on
c vécu d
es renco
ntres face à face avec d
es lou
ps arctiq
ues, a
expérim
enté le reg
ard in
qu
iétant d
’ou
rs po
laires aux ag
uets, a vu
des b
œu
fs mu
squ
és s’app
roch
er d
e très près et a o
bservé d
ans le ciel d
es fauco
ns en
train d
e chasser.
CH
ALLE
NG
ES
Heavy p
acks, gru
elling
treks, ravagin
g h
ord
es of m
osq
uito
es, extreme w
eather, th
e threat o
f po
lar b
ears and
timb
er wo
lves, remo
teness, an
d sleep
dep
rivation
from
24-ho
ur d
ayligh
t, were p
art and
p
arcel of Trép
anier’s A
rctic pain
ting
exped
ition
s. Each
fin
ished
canvas, in
itially beg
un
as a “plein
air” stu
dy, is a rem
ind
er and
a reward
for th
e strug
gle.
DÉ
FISD
ifférents élém
ents o
nt fait p
artie intég
rante d
es expéd
ition
s de p
eintu
re de Trép
anier d
ans l’A
rctiqu
e : éq
uip
emen
t lou
rd, ran
do
nn
ées éreintan
tes, nu
ées de m
ou
stiqu
es nu
isibles, tem
pératu
res extrêmes,
men
ace des o
urs p
olaires et d
es lou
ps o
rdin
aires de l’est, élo
ign
emen
t et privatio
n d
e som
meil
qu
and
il fait jou
r pen
dan
t 24 heu
res. D’ab
ord
amo
rcée com
me u
ne étu
de en
« plein
air », chaq
ue
toile term
inée est u
n rap
pel d
e cette lutte et sa réco
mp
ense.
Co
uvran
t 1,5 millio
n d
e kilom
ètres carrés, l’A
rctiqu
e canad
ien est u
ne co
ntrée d
es extrêmes.
Po
ur saisir l’éten
du
e de ce territo
ire, Co
ry Trép
anier a effectu
é qu
atre expéd
ition
s po
ur
pein
dre les rég
ion
s les plu
s éloig
nées d
u N
ord
.
Transp
ortan
t un
sac remp
li de m
atériel de p
eintu
re, de to
urn
age
et de cam
pin
g, il a p
arcou
ru p
lus d
e 40 000 km, traversé six
parcs n
ation
aux et seize co
llectivités de l’A
rctiqu
e, et explo
ré b
eauco
up
plu
s d’en
dro
its en ch
emin
. Il s’est dép
lacé en avio
n,
en h
élicop
tère, en b
ateau g
ros et p
etit, en can
oë et à p
ied;
po
ur se p
lon
ger d
ans so
n su
jet, il s’est sou
vent d
épo
uillé
d’accesso
ires qu
otid
iens p
ou
r ne g
arder q
ue l’essen
tiel: des
chau
ssures d
e rand
on
née, d
e la no
urritu
re et un
e tente.
Exp
lorez la carte p
ou
r en ap
pren
dre d
avantag
e sur les
expéd
ition
s de Trép
anier d
ans cette rég
ion
sauvag
ed
e no
tre plan
ète.
“Like som
e of th
e great fi
gu
res in p
olar exp
loratio
n h
istory, C
ory Trép
anier co
mb
ines th
e cou
rage an
d ad
ventu
rou
sness o
f an exp
lorer w
ith th
e exacting
skill and
po
werfu
l creative vision
of an
artist.” “C
om
me certain
es des g
rand
es fig
ures d
e l’histo
ire de l’exp
loratio
n p
olaire, C
ory Trép
anier allie le co
urag
e et l’esprit d
’aventu
re d’u
n exp
lorateu
r aux co
mp
étences exig
eantes et à la p
uissan
te vision
créative d’u
n artiste.”
Joh
n G
eiger, C
hief E
xecutive O
fficer / ch
ef de la d
irection
, Th
e Ro
yal Can
adian
Geo
grap
hical S
ociety / S
ociété g
éog
raph
iqu
e royale d
u C
anad
a, Can
adian
Geo
grap
hic E
nterp
rises