AGE LEVEL(S) Grade 5-6

TEACHER BACKGROUND INFORMATION

Activity #1: Discussing and Responding

The teacher needs to have read the book, Julie of the Wolves.

Activity #2: Portrayal of Wolves in Fairy Tales and Folklore

Many myths relate stories and wisdom drawn from animals in the world. Other myths relate fears and prejudices symbolized by animals, but one animal in particular has obtained an ubiquitous status in myth; the wolf. No animal has so thoroughly captured the imagination of so many cultures around the world. In European civilization, myths surrounding wolves evolved to eventually represent evil or malice and have become quaint stories as a result. The wolf in other parts of the world is frequently portrayed in a positive manner still holding much meaning in the lives of the people of those cultures. This positive portrayal of the wolf is perhaps best represented by myths of Native American tribes of North America. What the wolf represents through myth in European culture is sharply different from Native American culture. These differences are illustrated clearly by how the myths of these two cultures treat the wolf. Nearly all European myth surrounding the wolf is irrelevant having little to do with actual day to day living of European peoples, or even the purpose of the wolf in nature. The wolf myths of Native American people, however, have great relevance and have many things to say about the day to day meaning of living of Native American people.

Source: http://www.oklahoma.net/~akita/Wolves/paper.html (3/13/99).

Activity #3: Percentage of Wolves

Most Native Americans and Eskimos revered the gray wolf, trying to emulate its cunning and hunting abilities. However, it was the belief by western settlers that the wolf caused widespread livestock losses that led to its near extinction in the lower 48 states in the early part of the 20th Century. Under large-scale predator control programs, wolves were hunted and killed with more passion and zeal than any other animal in United States history. Early settlers moving westward severely depleted most populations of bison, deer, elk, and moose-animals that were important prey for wolves. With little alternative, the wolf then turned to the sheep and cattle that had replaced its natural prey. To protect their livestock, ranchers and government agencies began a campaign to eliminate the wolf. Bounty programs, initiated in the 19th Century, continued as late as 1965, offering $20 to $50 per wolf. Wolves were trapped, shot from planes and snowmobiles, and hunted with dogs. Animal carcasses salted with strychnine were left out for wolves to eat. Unfortunately, this practice indiscriminately killed eagles, ravens, foxes, bears, and other animals, which also fed on the poisoned carrion.

Source: http://www.nbs.gov/features/kidscorner/fact2.html (3/13/99).

Activity #4: Eskimo Populations

The American Indian, Eskimo, and Aleut population has grown rapidly since 1970.

The population of Alaska natives rose by more than 50,000 persons (153%) between 1950 and 1990 and numbered 85,698 in 1990. The census reported that more than half of all Alaska Natives were Eskimos, about 36% were American Indians, and about 12% were Aleuts. The two main Eskimo groups, Inupiat and Yupik, are distinguished by their language and geography. The former live in the north and northwest parts of Alaska and speak Inupiaq, while the latter live in the south and southwest and speak Yupik.

In the last two decades, the American Indian, Eskimo, and Aleut population grew rapidly. In 1970, this population numbered 827,000; it reached 1.4 million in 1980 and nearly 2 million in 1990. The 1990 census counted 1,878,285 American Indians, 57,152 Eskimos, and 23,797 Aleuts. Census Bureau estimates and projections suggest that on July 1, 1994, the American Indian, Eskimo, and Aleut population numbered 2.2 million, and that it will reach 4.3 million and just over 1 percent of the population by 2050.

Sources: http://www.infoplease.com/ipa/A0002144.html (4/29/99).

http://www.census.gov/population/www/pop-profile/amerind.html (4/29/99).

Activity #5:Geography of Alaska

The teacher needs to be familiar with the location of various oceans and cities in Alaska.

Activity #6: Eskimo Masks

Students will research the information about the Eskimo masks.

Activity #7: Alaskan Animals

Source: http://www.pbs.org/edens/denali/whatanim.htm (4/28/99).

Activity #8:Wolf and Caribou

Although wolves eat a wide variety of animals, they are dependent on large hoofed mammals, such as moose, caribou, deer, sheep and goats to sustain their populations in Alaska. The number of different prey species available to wolves in an area, the abundance of each prey species, and other factors such as winter weather play an important role in determining how wolves affect prey populations. In addition, if other predators such as black or grizzly bears or human hunters are also taking prey animals, the interactions of wolves and prey can be dramatically different.

Wildlife studies show that where wolves are the only predators, wolves do not keep prey numbers low. Likewise, if bears are the only predators, bears do not keep prey numbers low. In contrast, studies show that the combination of wolf and bear predation (which occurs throughout most of Alaska), will often keep moose, deer and sometimes caribou numbers low for long periods of time when wolves and bears are lightly harvested.

Caribou herds may also remain at very low numbers when preyed upon by both wolves and bears. Predation has less effect on large caribou herds that it has on small herds. A certain portion of any prey population must survive to reproduce and maintain the herd. The rest can be killed by wolves, bears, or people without causing a decline in numbers. The size of this excess portion will vary over time in different areas and can be affected by wildlife management.

Naturally low prey numbers do not necessarily create a management problem. If people are satisfied with a small share of the prey, predator-prey relationships may not need to be adjusted to provide for increased human harvests. On the other hand, if people want a larger portion of the prey, the level of predation by wolves and/or bears may have to be reduced. Balancing the allocation of prey between wolves, bears and people then becomes an area-specific, wildlife management objective.

Source: http://www.state.ak.us/local/akpages/FISH.GAME/wildlife/geninfo/game/wolf-bio.htm (3/13/99).

Activity #9: Eskimo Dance

One important aboriginal institution uniting family members is the qargi, a kind of family gathering place. Although an overturned boat placed downwind on the beach could serve as a simple qargi, the structure is usually a building of some permanence. During the day, it is a common meeting place for boys and men; girls and women commonly spending their working hours in family houses. But in the evening, the qargi becomes the family social center where members and friends regularly play games, tell stories, dance, and participate in various rituals.

A wintertime activity of the qargi is dancing, which takes several forms. Some dances, limited to men, portray a particular event such as the search for polar bear or a joke played on a friend. Women's dances are usually more static, consisting of rhythmical movements of hands and body performed in a given location. Sometimes couples dance in unison or as part of a larger group. Mimicry in a dance is also common, the target being anyone the dancer wished to make fun of. Several drummers, beating tambourine-type drums and chanting provide accompaniment. The blend of the beat and rhythmical rise and fall of voices, punctuated with shorts of auu yah iah, quickly draw qargi members to the dance floor. In the larger villages, two or more local families occasionally join together in an arranged feast, dance, or athletic contest. In these communities, poorer households might be allowed to observe or participate in qargi events of more "well to do" families in return for their maintaining the building, running errands, or otherwise assisting the owners.

Source: http://arcticcircle.uconn.edu/HistoryCulture/Inupiat/1800s.html (4/29/99).

Activity #10: Write a Song or Sing a Tune

Lyrics that Miyax sang are found throughout the novel Julie of the Wolves.

Activity #11: Venn Diagram

Yup'ik teenagers are living in two worlds which seem to be in conflict: the world of their ancestors, where subsistence was the only way of life and survival skills were of primary importance; and the modern world, where they work out science problems on a classroom computer, watch movies on cable networks, play baseball and basketball and contemplate where to go to college. The problem expressed by students and elders alike is how to find a balance between these two worlds. The solution seems to be evolving out of a serious commitment on the part of the Yup'ik people, with support from the village schools' cultural heritage programs:

 

1. Village men and women teach survival skills and traditional crafts.
2. Elders visit classrooms to speak on various subjects, including spiritual ideas and customs of ancient times, survival skills, respect for the land and people, and the problem of drug and alcohol abuse.
3. Yup'ik language is a required subject in junior high and high school and is regarded as very important by students, who want to understand the things which their elders can only tell them in Yup'ik.
4. Chevak and Toksook Bay (and other villages) have the enthusiastic participation of all villagers during the Eskimo dances that are held throughout winter and early spring.

For hundreds of years, the arctic environment has challenged Eskimos to develop strong personal resources in order to survive. Today, instead of perceiving the frozen tundra as a harsh enemy, Yup'iks see the land, rivers and sea as having bountiful resources which fulfill their survival needs. Respect for the land and its inhabitants pervades every aspect of Yup'ik life. It is demonstrated daily by sharing food, clothing and gifts among family and friends; and by bestowing honor upon the game through special ceremonies related to hunting, fishing, gathering and preparing food. They believe they can still live with the teachings and spirit of the old ways, while living and using the things of the modern world. They can use their old culture and values to try to live correctly in the new ways.

Source: http://www.chevron.com/community/education/alaska/alaska.html#glossary (4/29/99).

Activity #12: Write a Story

See attached information about Jean Craighead George's homepage.

BRIEF DESCRIPTION

1. MAJOR CONCEPT

   After reading Julie of the Wolves, students will explore Eskimo cultures, Native Americans, the tundra, Alaska, and other concepts that relate to math, science, language arts, social studies, and music. (see attached web)

2. OBJECTIVES
   1. Students will read Julie of the Wolves and identify central themes found throughout the novel. Students need to be able to identify at least three of the six themes in the novel.
   2. By the end of the unit, students will identify and explain four animal species found in Alaska.
   3. Students will research the Eskimo culture, and demonstrate their knowledge by creating a dance, mask, writing a song, and making a graph of the population. Each presentation should be authentic and reflect the Eskimo culture.
   4. Students will become more familiar with the state of Alaska by completing a map activity. Students should know two facts, along with twelve locations that are associated with Alaska.
3. LIST OF MATERIALS

   See individual activities

4. LIST OF REFERENCES
   1. FOR THE TEACHER
      • 1. Bibliography of wolf books
        • Baskin-Salzberg, Anita. Predators.
        • Brandenburg, Jim. To the top of the world: adventures with Arctic wolves.
        • Charlie Brown's super book of questions and answers about all kinds of animals.
        • Gibbons, Gail. Wolves.
        • Greene, Carol. The gray wolf.
        • Johnson, Sylvia A. Wolf pack: tracking wolves in the wild.
        • Kappeler, Markus. Dogs, wild and domestic.
        • Lawrence, R.D. Wolves.
        • Silverstein, Alvin. The red wolf.
        • Simon, Seymour. 101 questions and answers about dangerous animals.
        • Stone, Lynn M. Wolves.
        • Sweeeten, Sami. Wolf.
        • Wolpert, Tom. Wolves for kids.
      • 2. Internet sources
        • http://www.nwf.org/atracks/current/wolves/wolfactive.html (4/26/99).
        • http://uwsp.edu/acad/educ/lwilson/Lessons/1mico.htm (4/26/99).
        • http://www.ladywolf.com/wolf1.html (4/26/99).
        • http://www.harperchildrens.com/schoolhouse/TeachersGuides/julieofwolves.htm (3/13/99).
        • http://www.chevron.com/community/education/alaska/student_act.html (3/13/99).
        • http://www.pbs.org/edens/denali/whatanim.htm (4/28/99).
        • http://www.pbs.org/edens/denali/mooswolf.htm (4/28/99).
        • http://www.jeancraigheadgeorge.com/ (4/24/99)
      • 3. Other books by Jean Craighead George
        • Animals Who Have Won Our Hearts
        • Arctic Son
        • Julie (sequel to Julie of the Wolves)
        • Julie's Wolf Pack (third in the Julie trilogy)
        • Look to the North, A Wolf Pup Diary
        • There's an Owl in the Shower
        • The Wounded Wolf
        • Many, Many More!!! (list found on Jean's homepage)

• 4. More books

  Brandenburg, Jim. White Wolf: Living with an Arctic Legend. Minocqua: NorthWord, 1988.

  Maschmeyer, Gloria J. Along the Alaska Highway. Bothell: Alaska Northwest Books, 1991.

  Mech, L. David. The Arctic Wolf. Stillwater: Voyageur, 1997.

  Mech, L. David. The Wolf: The Ecology and Behavior of an Endangered Species. Minneapolis: University of Minnesota, 1970.

  Murie, Margaret E., et al, eds. Alaska's Magnifient Parklands. Washington, D.C.: The National Geographic Society, 1984

Murie, Margaret E. Untamed Alaska. Charlottesville: Thomasson-Grant, 1987.

1. FOR THE STUDENT
   1. Julie of the Wolves by Jean Craighead George

      Left by her widowed father when she was very young, Miyax, whose English name is Julie, lives with her great-aunt Martha until she turns thirteen. She is then expected to marry Daniel, the son of Naka, an Eskimo who practiced "old-time" traditions. Unhappy in her arranged marriage, Miyax runs away in search of a new life. But she soon finds herself lost in the Alaskan wilderness. Slowly she is accepted by a pack of Arctic wolves. With their help, Miyax struggles day by day to survive.

   2. Little Red Riding Hood by Jacob and Wilhelm Grimm

One day, Little Red Riding Hood is sent to take her grandmother a basket of food. Along the way, she meets a wolf who tricks her into telling him where her grandmother lives. The wolf immediately goes to Little Red Riding Hood's grandmother's house and gobbles her up! When Little Red Riding Hood arrives, she is surprised to find the wolf in her grandmother's bed! The wolf eats her too, and falls asleep. Later, a hunter hears someone snoring, enters the cottage, and finds the wolf. He rescues Little Red Riding Hood, and her grandmother from the wolf's stomach. Together, they put rocks in the wolf's stomach and sew him back together. When the wolf awakes, he can't move, and that is the end of the wolf.

1. Peter and the Wolf by Serge Peokofieff

   Despite his grizzled grandfather's advice, "Don't ever go into the forest for any reason, because you'll never come back out,'' Peter goes into the woods in the displeased company of a songbird, a duck, and a cat. The sly wolf appears and gobbles up the duck. Seeing this, Peter sets a trap, and snares the wolf by the tail. The hunters come and take the wolf away, and Peter is victorious

2. The Three Little Pigs by James Marshall

   Mother pig decides it is time for her three sons to go out into the world to seek their fortune. The first little pig decides to build his house from straw. Unfortunately, a hungry wolf blows his house down, and gobbles him up! The second little pig builds his house with sticks. However, the wolf blows his house down, and eats him as well! Finally, the last pig builds his house from bricks. This time when the wolf comes, he has no luck blowing down the pig's house. The wolf tries an alternative plan, but is outwitted, and the third pig enjoys the wolf for supper instead.

1. CONTENT RELATED WORDS

   Aleut - natives living on the Aleutian Islands; a chain of islands in southwestern Alaska. Ancestors to the Eskimos.

   Animistic - belief that animate and inanimate objects have a spirit; an extension of the close relationship that the Native Americans used to have with their environment.

   Inupiat - Eskimos living in northern Alaska.

    

   Kass'aq - Eskimo word for white people, derived from the Russian word, Cossack (in story, it is spelled gussak).

   Lower 48 - the continental United States outside of Alaska.

   Predator - an animal who hunts others for food.

   Prey - an animal who is hunted for food; a victim.

   Shaman - a person who is believed to have supernatural powers; acts as a healer and/or a spiritual leader in the community.

   Subsistence - a way of life dependent on the hunting and gathering of food.

   Totem - a representation of an animal, human, plant or other natural object. Usually a totem served as a symbol for a clan's ancestral identity - wolf, rabbit, bear, etc. Often several totems would be carved on cedar poles to tell stories or commemorate special events.

   Tundra - a treeless area, having permanently frozen subsoil and supporting low-growing vegetation such as lichens, mosses and stunted shrubs.

   Yup'ik - an Eskimo group, living in the Yukon-Kuskokwim Delta area of western Alaska. The root of the word means "real people".

    

    

    

2. PROJECTS AND ACTIVITES FOR STUDENTS
   1. Language Arts
   2. Discussing and Responding Activity
      1. Objective

         Students will demonstrate understanding of the novel, Julie of the Wolves, by answering reflection questions in groups. Each response must contain at least one example from the text to demonstrate understanding. Likewise, the students may later be liable for the information appearing on a test.

          

      2. Materials needed

         Classroom set of book, Julie of the Wolves

         Copies of Reflection questions for each student

         Student notebooks

          

      3. Procedure
      4. Once students have finished reading Julie of the Wolves, explain that they will be studying the novel and keeping a journal of their discoveries.
      5. Pass out sheet containing reflection questions to each student
      6. Explain that each group will only be answering one of the questions on the sheet. Have each student write the response to their question in their notebooks.
      7. Split class into groups and assign each group to answer one question.
      8. Designate roles within each group to have a reporter (to explain the group response), recorder (to write down ideas and construct final answer), and a reader (to read question and check answer). Likewise, everyone is required to contribute by researching, sharing ideas, and writing the response.
      9. Have each group present their answers to the question they were assigned, while the remaining students record the responses in their notebook.
   3. Portrayal of Wolves in Fairy Tales and Folktales Activity
      1. Objectives

         The students will read a children's story, and analyze how they feel about the predator in the story. An essay will be handed in and used to assess the students' knowledge base.

         In groups, students will examine 2-3 key issues related to the misconception of wolves, compose an original children's story, and present the finished product in class. The students will be evaluated by accuracy of information, contribution, cooperation, effort, and understanding of assignment needs.

          

      2. Materials needed

         Student notebooks

         Pens or pencils

         Reference material on the wolf (Canis Lupus)

         Copies of Children's books: The Little Red Riding Hood, Peter and the Wolf, or The Three Little Pigs.

          

          

      3. Procedure
      4. Discuss with students that in early American literature, wolves were often portrayed as mean and vicious animals because people were afraid of them. Brainstorm reasons why this might be true.
      5. Hand out one of the following books to each student in the class: The Little Red Riding Hood, Peter and the Wolf, or The Three Little Pigs.
      6. Students will read the story silently to themselves.
      7. After reading the story, each student will write a short essay on how they felt about the predator in the story they read. These papers will be handed in for the teacher to informally assess the student's comments and knowledge base.
      8. Have the students count off in four and then form instructional groups with other students that have the same number. These groups will complete the second half of the assignment.
      9. Inform the students they will be researching information on the wolf (Canis Lupus). They will be looking for knowledge on life style habits, historical territory and conflicts with humans, and any other information which will help them complete the project.
      10. Have the student copy notes of assignment into their notebooks.
      11. After researching the topic, the students will create an original children's story which correctly depicts the habits of the wolf.
      12. Students will then present the finished product in class, either by "movie," skit, play, puppet show, or other original idea.
   4. Math
   5. Percentage of Wolves Activity
      1. Objectives

         Students will work in pairs and use estimated data, pertaining to the U.S. population of wolves, to create graphic representations. A paragraph of each student's interpretation of the data will be written. Students will be assessed on the accuracy of the graph and correct interpretations of data.

          

      2. Materials needed

         Calculators

         Data Sheets of Wolf Population

         Graph Paper

         Student notebooks

          

      3. Procedure
      4. Explain to students that wolf populations are on the rise after a near extinction that occurred at the beginning of the century.
      5. Inform students they will be using data about current wolf populations to create graphs representing the data.
      6. Group students into pairs.
      7. Pass out data sheets containing estimated wolf populations in the U.S.
      8. Allow students to use calculators when configuring data.
      9. Students may choose a pie graph or a line graph to represent the data.
      10. Direct students to calculate the percentage of wolves in each state listed on the sheet. The students must include these on their graphs.
      11. After creating the graph and calculating the data, have the students write a paragraph interpreting the graph.
      12. An extension idea or challenge would be to include other countries, or divide the wolves into categories and calculate the percentages of each type of wolf.
   6. Comparing Eskimo Population in Alaska from 1972 until Present Activity
      1. Objectives

         After researching Eskimos in class, students will work in groups to create a graph indicating the Eskimo population growth or decline in Alaska

         Work will be graded on group involvement, accurateness, correct portrayal of the resulting data, and final presentations.

          

      2. Materials needed

         Reference material relating to Alaska Eskimo population

         Student notebooks

         Posterboard

          

      3. Procedure
      4. Ask students where they think they would find information about Eskimos. (Answers may include the Internet, books, magazines, library).
      5. Explain to students that they will be locating research material relating to the Eskimo population in Alaska.
      6. Plan a trip to the school or local library for students to find resources and to use the facilities (computers, Internet, tapes).
      7. Return to the classroom with research materials (each student should contribute by finding at least one helpful resource).
      8. Inform students they will be comparing current Eskimo populations in Alaska with the Eskimo population from 1972, the year Julie of the Wolves was written.
      9. Have students work in groups of three to collect data, create graph, and prepare presentation of data found.
      10. Encourage students to be creative, and have them illustrate their graphs on a sheet of white posterboard.
      11. Have students include at least two interesting facts they discovered about Eskimos in their final presentations.
   7. Social Studies
   8. Learn About the Geography of Alaska Activity
      1. Objective

         Students will accurately locate twelve out of sixteen locations in Alaska by labeling the places on a map.

          

      2. Materials needed

         Outline map of Alaska and Arctic Circle (one for each student)

         Encyclopedias

         Books about Alaska containing maps of the state

         (2) Globes/Maps

         Student notebooks

          

      3. Procedure
      4. Allow students to pick partners and explain that each student needs to complete their own map, but can work in pairs to label and find the following:
         • Cities of Anchorage, Juneau, and the state capital (Juneau)
         • The Yukon River
         • Mt. Denali, the tallest mountain in North America
         • The name of the ocean next to Alaska (Arctic), the sea (Bering), and a gulf (Gulf of Alaska)
         • The country that shares a border with Alaska (Canada)
         • Locations from the novel: Point Barrow, Point Hope, Wainwright, Barrow, Beaufort Sea, Nunivak Island, Avalik River
      5. Pass out research material and maps to the students. Tell them when they finish, they can further explore Alaska by reading about the interesting facts found in the books provided.
      6. When everyone has completed the activity, discuss the routes followed by Julie. Trace the path on a map and have the students follow along with their maps.
      7. Have students reflect on Julie's route, and write their responses in their notebooks.
   9. Eskimo Mask Activity
      1. Objective

         Students will research the purposes of masks in the Eskimo tradition, and use the information to create their own masks. The mask must resemble the artifact that was researched, and pertain to a ceremony observed by Eskimos.

          

      2. Materials needed

         Research materials Balloons

         Leather scraps Styrofoam pieces

         Feathers Cardboard tubes

         Newspapers Plaster craft sculpture rolls (buy at any craft store)

         Boxes Paint

         Brush Student notebooks

         Bags Shellac (similar to varnish, in stores)

         Plastic containers (to hold water)

          

      3. Procedure
      4. Have students research the purposes of masks in the Eskimo tradition by utilizing a variety of sources (internet, encyclopedia, books)
      5. After browsing the topic, each student will choose a mask they want to research. Have the students record their choice on a sheet of paper, and turn it in.
      6. Require students to write down their findings in their student notebooks. Data should include what materials were used to make the mask, and what ceremony the mask is used for.
      7. Collect materials: leather scraps, feathers, strips of newspaper, boxes, balloons, styrofoam pieces, plaster craft sculpture rolls, cardboard tubes, shellac, paint, brush, and plastic containers.
      8. Explain to students how to create a mask:
         • Draw a design for your on a piece of paper. Depending on the shape you want for your mask, use one of the following for the frame:
         1. paper bag filled with styrofoam pieces,
         2. large blown-up balloon,
         3. small box cut to shape you want.
         • Cover the frame with plaster craft sculpture strips. Overlap the edges of the strips on the frame. Smooth with fingers.
         • Put down four to five layers of strips. Each layer should go in a different direction. Before paste dries, cut out holes for eyes, mouth.
         • If you want anything to stick out on the face, make it even bigger than normal so it will show up. To do this, use wads of newspaper or cardboard tubing. Attach with plaster craft sculpture strips. Let dry completely.
         • Draw design for face with chalk. Paint and shellac completed mask. Add feathers, horns, leather, etc.
      9. When masks are complete, have the students explain the design and meaning of their masks to the class.

1. Science
2. "What Alaskan Animal Am I?" Activity
   1. Objective

      -The students will research the list of animals provided by this lesson and create infocards with the information to share with fellow students.

      -The students will identify the different mammal species of Alaska from "infocards" they create in class.

      -The students will identify species from "infocards" through a classroom activity similar to Jeopardy.

      -Students will be evaluated by making a list of the animals discussed in class, and listing some relevant facts in their science notebooks.

       

   2. Materials needed

      Pencil/Paper

      5 x 7 Index Cards

      Field Guides of Animals of North America

      Student notebooks

       

   3. Procedure
   4. Divide students into teams of 3-4.
   5. Have student teams research the different animals assigned secretly by teacher (Grizzly Bear, Moose, Caribou, Ground Squirrel, Fox, Weasel, or Wolf)
   6. Have students write identifying facts from animal field guides on index cards (infocards).
   7. Students will then read one fact about the Alaskan animal to class. Other groups will try to guess which animal it is.
   8. Establish a system of points if another team guesses on one clue, two clues etc.
   9. Keep a point record and the team with most points wins the challenge. If no team is able to guess which Alaskan animal it is with the first fact, then continue to present facts on the Alaskan animal until a team is able to identify the animal.
   10. Use the point system for teams and have a prize for the winning team of students.
   11. Have students make of list of the animals discussed and some relevant facts about the animals of Alaska in their student notebooks. These will be turned in to assess understanding.
   12. To extend the activity, have the students make animal picture posters by using animal magazine cutouts and display them.

1. The Wolf and the Caribou Activity
   1. Objective

      -Students will role play caribou and wolves to re-enact the predator/prey relationship between the two species found in Alaska.

      -Students will demonstrate the relationship between wolves and caribou through an outdoor activity.

      -Students will reflect and record in student notebooks on how the balance of nature works between wolves and caribou in Alaska.

      -Assessment will be based on participation, and response in student notebooks.

       

   2. Materials needed

      Start out with 2 groups of caribou (2 students) and two packs of wolves (remaining students divided equally). Should one species seem to dominate the survival game, increase the number of students who will role play caribou.

      • Clock/watch for the timekeepers (2)
      • 1 playground
      • Color paper tags with kite string (similar to those used in touch football) to be worn by each student
      • Name tags identifying caribou or wolf
      • Student notebooks
      • 2 student timekeepers to follow caribou
      • 5 identified safe zones on the playground 10 meters in diameter
   3. Procedure
   4. Divide the class into four groups. Be sure that both girls and boys play roles, caribou and wolf. Four of the students will be caribou and the remaining students will represent 2 packs of wolves. Caribou will be followed by timekeepers to adhere to rules of activity. Caribou will be in 2 teams with 2 students each. Caribou and wolf teams should spend 3-5 minutes planning strategies of survival for the activity.
   5. Establish parameters in the playground in which students must remain to represent Alaska's boundaries. Identify by post, football field chalk marks or other method, five safe zones for caribou to rest and feed. These safe zones (10 meters in diameter) should be marked as 2 lakes, 2 forests and 1 mountain zone. Be sure to mark the safe zones well. (Circle shape to zone is appropriate.)
   6. Hand out and discuss the rules of the activity, found below.
   7. Hand out color paper tags with kite string and have students attach to themselves. (Students will try to pull the tags from others, which means a kill by predator or by prey.)
   8. Conduct activity under a 20-minute time limit and return to class.
   9. Discuss how many of each species survived and discuss reasons why one species survived and the other did not, including survival of the strongest.
   10. Assign students to reflect and record discussion issues, and predator/prey relationship in student notebooks.

Rules of the Activity:

1. Each student will wear a color paper tag with kite string. Caribou will be given a 30-second head start to run to safety zones.
2. Every minute for each of the 20 minutes allowed for the activity, a wolf is to be removed from the game by teacher and/or timekeeper (alternate boy/girl selection) as it is lost to starvation.
3. Safe zones for caribou are lakes, forests and 1 mountain zone and caribou can remain only three minutes in each zone, after which it must run to the next zone, either as a pair or singly. The safe zones represent feeding and rest for caribou. Caribou may leave the safe zone before three minutes and one at a time. If they stay beyond three minutes, one caribou will die from starvation.
4. Each wolf and caribou will try to pull the color paper tag from each other to effect a "kill" of the other species. Once a caribou or wolf is taken from the game, they will sit on the sidelines until the 20-minute period has ended.
5. If a caribou pulls a tag from a wolf, the caribou has "killed" the wolf, and if the wolf removes a tag from a caribou, the wolf has "killed" the caribou, thus providing food for the pack and insuring the species survival.
6. Caribou must behave as prey and run from wolves, except when trapped when they may try to pull color tag from wolves. Caribou may rest and feed in safe zones.
7. Wolves must behave as predators and chase caribou from zone to zone trying to pull color tags from them.
8. At the end of a 20-minute period, return to class.

1. Music
2. Eskimo Dance Activity
   1. Objective

      Working in small groups, students will create a dance about a current even or something that happened in the recent past.

      Each student needs to contribute at least one idea to the creation, and participate within the group. Likewise, students will complete an essay, comparing the purpose of dancing in Eskimo villages and dancing in Kansas that will be used to evaluate students.

   2. Materials needed

      Instruments (to keep rhythm)

      Eskimo mask made in social study activity (if appropriate)

       

   3. Procedure
   4. Explain to class that Eskimos use dance to tell stories about activities of daily life on the tundra.
   5. Assign students to work in groups to create a dance about a current event or something that happened in the recent past.
   6. Have one group member play some kind of instrument to keep a rhythm.
   7. Allow students to use their masks from social study activity (if appropriate).
   8. After planning and organizing, have the groups present their dance to the class.

Ask students to compare the purpose of dancing in Eskimo villages to dancing in Kansas. Have them write the response in their student notebooks.

1. Write a Song, Sing a Tune Activity
   1. Objective

      Students will choose between writing lyrics to a familiar tune, or creating a melody to accompany lyrics from Julie of the Wolves.

       

   2. Materials needed

      Keyboard

      Other melodic instruments

      Student notebooks

      Julie of the Wolves books

       

   3. Procedure
   4. Discuss with students how Miyax often made up rhymes about the tundra, and sing them to familiar tunes.
   5. Give the examples of Miyax sing about wolves, her house, and the little feather flower on her table.
   6. Split the class into groups of four.
   7. Tell the students they may choose for this activity. They can either write lyrics that Miyax might have sung to a familiar tune, or make up a melody to the lyrics that were found throughout the story.
   8. After each group has decided on the activity, they may begin working.
   9. Students will present their dance to the class when the assignment is complete.
   10. Encourage students to be original and creative.
   11. Have students write down their ideas, songs, and lyrics in their student notebooks.
1. CULMINATING ACTIVITIES
   1. Venn Diagram Activity
   2. Objective

      The students will compare and contrast the Eskimo culture and Gussak ways by completing a Venn diagram with the teacher. Each student needs to contribute at least one idea for success to be considered.

   3. Materials needed

   Student notebooks

3. Procedure

1. Have students complete a Venn diagram to compare and contrast the Eskimo culture to the Gussak ways.
2. Discuss with class, their feelings about the conflict of "old vs. new".
3. Split students into groups, and have them answer the question:

   At the end of the novel, "Julie pointed her boots toward Kapugen." How does this decision help to resolve her conflict?

d. Have the students record their thoughts in their notebooks.

d. With the discussion in mind, continue to next activity.

 

Write Own Story Activity

1. Objective

   The students will utilize the writing tips provided by the author Jean Craighead George to create a two-four page paper about what they think may have happened to Julie. The paper must include good writing techniques, and be comprehendible (see attached rubric). After the students complete their story, they will have an opportunity to share it by performing a skit, reading it, or other creative ways.

2. Materials needed

   Computer lab (if available) or use transparencies to share author's writing tips

   Paper for writing

   Resources for effective writing (dictionaries, grammar books, etc)

3. Procedure
   1. Discuss with students how a writer goes about creating a story. If a computer lab is available, have all the students go to Jean Craighead George's Homepage located at http://www.jeancraigheadgeorge.com/ (4/24/99). Then, have the students click on the link labeled "Writing."
   2. Discuss the author's advice on how to write a story. If computers are not available, make the pages into transparencies, and share the information in class.
   3. After reviewing the procedures and having students brainstorm ideas, assign the students to create, either in groups or individually, their own story about what they think will happen next in Miyax's (Julie's) life.
   4. Each group or student can then present their idea as a skit, reading, movie, or other original ideas.
1. EVALUATION
   1. Students will maintain a journal throughout the unit by writing in their student notebooks. The journals need to include a reflection on each activity performed in the classroom. The journals will then be used to assess students' involvement, participation, and track their learning experiences.
   2. Students will be asked to explain four animals found in the state of Alaska, and list some characteristics of each animal. Each response will be in essay format and handed in to the teacher.
   3. Students will be asked to locate a variety of locations found in Alaska in a test situation to evaluate their comprehension.
   4. Students will submit a self-evaluation on how they cooperated with group members and participated in activities, which will be turned in at the end of the unit.

NAME (S): _________________________

1. Miyax says that Amaroq is "clearly the wealthy wolf." How does she define wealthy? How does she know that Amaroq is the leader of the wolf pack? Find evidence that he is indeed wealthy by Miyax's definition.
2. Kapugen taught Miyax that fear is crippling. He said that when fear seizes her it means that she is doing something wrong, and she should change her ways. How did this teaching help Miyax out in fearful situations?
3. Kapugen taught Miyax to wait patiently and never give up, and she would get what she needed. How did this teaching help her to survive?
4. Miyax's English name is Julie. She didn't mind when the children from Mekoryuk called her Julie. She didn't even mind when her mother called her by her English name. Why does she mind when her father, Kapugen, calls her Julie?
5. What does Julie mean when she says, "Daylight is spelled A-M-Y"?
6. Kapugen had been dead to Miyax for so long that she was almost frightened by the knowledge that he lived. Yet, "she loved each cold chill that told her it was true." Why do you think Miyax is frightened when she learns that her father is still alive? How does she still need him?

NAME: ____________________________

- Using the data below, create a graph to illustrate how many wolves are in each state, in relation to the rest of the United States

- Choose from a bar graph or a pie graph to illustrate the data.

- Calculate the percentage of wolves in each state.

- Include the percentages on the graph

Alaska - 8000

Idaho - 75

Isle Royale - 24

Michigan - 57

Minnesota - 2200

Montana - 65

North Carolina - 50 (red wolves)

Tennessee - 6 (red wolves)

Washington - Unknown

Wisconsin - 55

Wyoming (Yellowstone) - 100

Source: http://www.ladywolf.com/wolf1.html (April 27, 1999)

NAME: __________________________

Locate and label the following:

• Cities of Anchorage, Juneau, and the state capital
• The Yukon River
• Mt. Denali, the tallest mountain in North America
• The name of the ocean next to Alaska, the sea, and a gulf
• The country that shares a border with Alaska
• Locations from the novel: Point Barrow, Point Hope, Wainwright, Barrow, Beaufort Sea, Nunivak Island, Avalik River

Rubric For Writing Own Story
	Topic Development	Organization & Support	Sentences & Paragraphs	Word Choice	Spelling	Punctuation
6 Paper	Clearly and fully developed Insightful or imaginative Clear awareness of audience and purpose	Narrative writing shows control of events and settings	Sentence variety enhances style with successful use of sophisticated sentence patterns	Vocabulary choices are imaginative and words are used precisely	Spelling is correct including complex and irregular words	A variety of grammatical constructions and punctuation is used accurately and effectively
4 Paper	Ideas developed Keeps readers interest General awareness of audience and purpose	Details are adequate for audience and purpose Well organized overall	Sentences have some variety  Simple and more complex sentences are used. Some paragraphing to show sequence of events / ideas	Words are chosen for interest and variety	Spelling is generally accurate	Periods, capitals and question marks are used correctly and punctuation is  used within the sentence
2 Paper	Poorly developed ideas Poor awareness of audience and purpose Unclear	Too few details Resembles draft Difficult to follow	Ideas developed in a sequence of simple sentences No sentence variety No paragraphing	Simple or incorrect vocabulary	Many spelling errors	Periods, capitals and question marks are not used correctly and consistently

Non Scoreable Paper
-Is illegible - includes so many indecipherable words that no sense can be made of the paper
-Is incoherent - words are legible but the paper makes no sense
-Is a blank paper