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Ask students to explain how they find locations in their hometown and, where possible, in other towns and cities they have been to. Compare methods (i.e. – street names versus street numbers, quadrants versus whole areas, etc.) used in different locations and discuss the relative effectiveness of each method.

Explain that, in Iqaluit, the buildings are all numbered, but not in a logical sequence. As the city gains importance and grows in population, this situation will be problematic for those needing to identify locations quickly and accurately.

Have students listen to Clip 8 on the Nunavut topic. Have them identify the problem discussed and the approach taken by the Fire Department to resolve the problem.

Next, students should find a map of Iqaluit. One is available at: www.arctictravel.com/maps/iqaluitmap.html. In small groups, have students examine the map and design a plan to identify the streets in a way that would make it easier for the Fire Department to find locations quickly. Students should keep in mind the approach that the Fire Department currently takes, and create street names or symbols that will be readable for English-speaking residents as well as Inuktitut-speaking residents.

Students should present their maps to the class. They should be prepared to describe the system they used and why they think it is effective.

Together, examine the reasons why the Fire Department in Iqaluit wanted a street name system. Discuss in class other benefits of this type of street identification in a city.

Have students visit http://www.arctictravel.com/maps/. Have them view at all the town street maps on the site and draw comparisons between them in reference to size, shape, location and design.