Do you know the Alaskan Inuits? They were people who lived in the past. They had special customs, traditions, culture and lifestyle that reflect their immediate environment and living conditions. Knowing the history of ancestors will help shape a thorough understanding of how the world evolved. Add a new layer of learning everyday through reading. Grab a copy today.
Do you know the Alaskan Inuits? They were people who lived in the past. They had special customs, traditions, culture and lifestyle that reflect their immediate environment and living conditions. Knowing the history of ancestors will help shape a thorough understanding of how the world evolved. Add a new layer of learning everyday through reading. Grab a copy today.
Do you know the Alaskan Inuits? They were people who lived in the past. They had special customs traditions culture and lifestyle that reflect their immediate environment and living conditions. Knowing the history of ancestors will help shape a thorough understanding of how the world evolved. Add a new layer of learning everyday through reading. Grab a copy today.
A book discussing Alaska is expected to include information on its geography. But a book targeted for improved third grade knowledge on social studies will also include information on the local culture, language and traditional way of life. In this book, an explanation of why Alaska is called the “Land of the Midnight Sun” is also included. Start reading today.
The purpose of this social studies book is to showcase points to compare and contrast the way of living of the Inuits before and today. Included in the discussion are information on their food, clothing, housing, employment, values and education. Through this book, your child will be able to identify how influences in technology and outside culture has affected the Inuit way of life.
Since the mid-twentieth century, sustained contact between Inuit and newcomers has led to profound changes in education in the Eastern Arctic, including the experience of colonization and progress toward the re-establishment of traditional education in schools. Heather McGregor assesses developments in the history of education in four periods � the traditional, the colonial (1945-70), the territorial (1971-81), and the local (1982-99). She concludes that education is most successful when Inuit involvement and local control support a system reflecting Inuit culture and visions.
Inuit have lived in Canada's north since time immemorial. The Canadian government's administration of Inuit affairs, however, has been generally shorter and is less well understood than the federal government's relations with First Nations and Métis. We hope to correct some of this knowledge imbalance by providing an overview of the federal government's Inuit policy and program development from first contact to 2006. Topics that are covered by this book include the 1939 Re Eskimo decision that gave Canada constitutional responsibility for Inuit, post World War II acculturation and defence projects, law and justice, sovereignty and relocations, the E-number identification system, Inuit political organizations, comprehensive claim agreements, housing, healthcare, education, economic development, self-government, the environment and urban issues. In order to develop meaningful forward-looking policy, it is essential to understand what has come before and how we got to where we are. We believe that this book will be a valuable contribution to a growing body of knowledge about Canada-Inuit relations, and will be an indispensable resource to all students of federal Inuit and northern policy development.
