Day-By-Day Guide Days 6-9 The purpose of this activity is to help students think about all the subsistence resources on which their village depends. First, the class should list all the resources that they can think of, and tell how they are important. In this list, they will include the following information: What is this resource used for? This includes use for food, cash income (e.g., commercial fishing, fox trapping), heating (e.g., driftwood), housing (e.g., sod and logs if they are still used in trapping camps), ceremonies and hosting (special furs, feathers, etc. used Eskimo dancing or potlatches; special foods served to guests), raw materials for crafts, tools, etc. (e.g., grasses, kavirun, spruce root, skins), medicine (e.g., beaver castors, qanganaruaq), and trade (e.g., kumakat). Is a large amount of this resource needed each year? Do people feel that this resource is culturally important? A resource can be considered culturally or emotionally important if it is such an integral part of Yup'ik life that people would not be satisfied with a substitute. Seal oil is a good example-Wesson oil is not really a good enough replacement! Would it be relatively easy to find a substitute for this resource? For example, everyone might be able to get by on other types of fish if there were no pike. As the class decides what they would like to include in their list, students should record the information on a poster entitled 'How We Use Our Resources'. A sample poster can be found on the following page. Do not be concerned if students cannot decide what to write in some of the spaces on the poster. What is important is what they think and say about the resources, not whether everyone agrees that driftwood, for example, is 'culturally important'.   How We Get Our Resources RESOURCE WHEN? HOW? WHERE? KING SALMON (Taryaqvak) June - July Drift net, Set net in river channels, in eddies along main river BEARDED SEAL (Maklak) Winter shot from ice edge, retrieved by boat, qayaq coast, along ice edge Fall & Spring shot from boat, then harpooned open water, or from shore BERRIES (Atsat) Summer: atsalugpiat, curat, tan'gerpiit, kavlat Fall (after frost): kavirliit hand picking, people also use pickers atsalugpiat: dryer tundra; curat: wetter tundra, along lakes; tan'gerpiit, kavlat, kavirliit: tundra everywhere BIRDS (Yaqulget) Spring, Summer, Fall guns, bird drives tundra lakes, sloughs (TEACHER: Note any resources that the students seem to know less about. These may be good ones to investigate in the mapping activity).   Qaill' Unangkengangelalput UNANGKENGAT QAKU QAILLUN NANI TARYAQVAK Kaugun / Ingun atercetaarluni petugat kuigni, kuiget cenaitni MAKLAK Uksumi nutegluku cikum ceniinek, angyakun, qayakun imarpigmi, cikut cenaitni Up'nerkami / Uksuarmi nutegluku angyamek, wall' narulkarluku mermi, wall' cenami ATSAT Kiagmi: 1) atsalugpiat, 2) curat, 3) tan'gerpiit, kavliit unatekun avurluki, cali, iqvarcuuteteggun 1) kinertellriami nunami 2) mecagglilriami, nanvat cenaitni 3) nunapigmi piciatun Uksuarmi (nuna cikukan) kavirliit UQSUQAT ALLAT-LLU YAQULGET Up'nerkami, kiagmi, uksuarmi nutegkun, unguluki-llu nunapiit nanvaitni, kuigni Uksumi qangiiret nutegkun, mitauyatgun cuyaqsugni, napayaarni   How We Use Our Resources (sample list) (Note: This is not true for any one village; each village's list will be very different). RESOURCE USES QUANTITY NEEDED SCARCE / ABUNDANT CULTURAL VALUE POSSIBLE SUBSTITUTE SALMON Food, cash income large abundant high other fish, but they are not as abundant PIKE Food, crafts, medicine medium abundant medium other fish BEARDED SEAL Food, crafts, clothing large medium high no WORMWOOD Medicinal medium abundant medium no DRIFTWOOD Steambathing, heating homes, crafts variable? pretty scarce ??? yes (other sources of wood) BERRIES Food, everyday and for special occasions large abundant high no (store-bought fruits not as good) DUCKS Food, feathers used in clothing and crafts large abundant medium often not at that season WOLF Cash income, crafts, clothing small scarce low? yes, other furbearers THIS IS ONLY A PARTIAL LIST - YOURS WILL BE LONGER     Qaill' Unangkengat Atulirit (naspaan) (Elpengcaun: Ukut igausngalriit piciunritut nunani tamaitni: nunat allakarmeng piit ayuqenritut.) UNANGKENGAT ATULLRIT QAILL' AMLLERTAL-RIAMEK NURNARQUT NURNAITUT QAILL' PITALRIAMEK CIMEQAUTNGU-YUGNGALRIIT TARYAQVAK neqkaq, akikaq amlleriluku nurnaitut arcaqertut allat neqet taugaam amllessiyaagpeknateng ELUQRUUYAK neqkaq, pilinguat pitacqeggiluku nurnaitut arcaqassiyaanritut allat neqet MAKLAK neqkaq, pilinguat, iinruq naverrluku amlleriluku pitacqeggluku arcaqertut qang'a QANGANARUAQ iinruq pitacqeggluku nurnaitut arcaqassiyaanritut qang'a UNARCIAQ maqikaq, enet kiircautait, pilinguat piciatun nurnarqut naamell' ii-i (allat muriit) ATSAT neqkaugut unuaquaqan nerevkaritnguaqluteng-llu amlleriluku nurnaitut arcaqertut qang'a (kipusvigmiutat atsat assissiiyaanritut) UQSUQAT ALLAT-LLU YAQULGET neqkaugut, melqurrit akluutuut pilinguaruaqluteng-llu amlleriluku nurnaitut arcaqertut piyaraqellrilkemeggni piyuitut KEGLUNEQ akikaq, pilinguat, aklut ellma nurnarqut arcaqanritut ii-i (allat melqulget) (UKUT IGAUSNGALRIIT IQUPKUUGUT - ELPET PIN TAKENRUCIQUQ)   Remind students to include resources on their list which may not be used frequently, but which are used for a special purpose. For example, snowy owl feathers may be used only in making dance fans, but if they are considered to be the best feathers to use, then the snowy owl should be included as a resource. Including this type of resource will probably make the class's list very long--but the point is to give them a realistic idea of how much of the environment is used. This exercise should help them to see that the village depends on a large number of resources, that each resource is usually used for several purposes, and that some resources are important because people value them as a vital part of the culture (not because they are worth a lot of money, or because they are a large part of the diet). After completing your list in class, go back and check off the most important resources. Anything that is used in large quantities, that is used for several different purposes, that has high cultural value, and that cannot be easily replaced by a substitute, is definitely important. Resources that are replaceable, used in small quantity, and of low cultural value, are less important. There will also be many resources which are in the middle range. On our sample list, for instance, we would check taryaqviit, makliit, atsat, and yaqulget as the important resources. Next, the class will make a poster on How We Get Our Resources. If there is not enough time to discuss all of the resources listed on the 'How We Use Our Resources poster, the class can work on the ones which have been checked as most important. A sample poster is shown on the previous page. Now the class needs to choose two resources from this list that they are interested in learning more about. They will research these two resources to find out where they are obtained, how much is harvested each year, and what alternatives are used if these resources are scarce in a given year. The following two sections on mapmaking and preparing for interviews, will help you get ready.   last page | table of contents | next page