Julie of the Wolves tells the story of a young Eskimo girl, Miyax, who survives in the Arctic by making friends with a wolf pack. Throughout her adventure, she falls in love with the majesty of the natural world and struggles to accept that she must return to civilization. So vivid is Jean Craighead GeorgeтАЩs depiction of the animal world that readers will fall in love with the wolves alongside Miyax. The novel introduces readers to the unique biome of the Arctic and the unique behaviors of the gray wolf. It also depicts many aspects of traditional Inuit culture and explores the challenges of assimilation and modernization felt by the native peoples.
Julie of the Wolves contains many meticulously researched details about the Arctic gray wolf. Nevertheless, it is a work of fiction and takes liberties in the depiction of MiyaxтАЩs interactions with the wolves. Students may be curious about the accuracy of the story, and might benefit from supplementing their novel study with some science background. Consider having students begin or end the novel by watching a documentary like the one linked below. Students can use this information to inform their reading and compare and contrast real wolves with those in the novel. Other useful scientific pre-reading might include background on plants of the tundra and the unusual pattern of sunlight during the Arctic summers and winters.
In addition to the scientific background, students may also benefit from an introduction to Inuit culture and history. The Inuits belong to an ethnic group that once extended from Siberia, Russia, through Alaska and Canada, and as far as Greenland. For thousands of years, these people survived in the cold Arctic climate through hunting. Their lives began to change with the coming of Europeans and, in particular, with the rise of the whaling industry and introduction of new diseases in the late nineteenth century. The whaling industry eliminated the Inuit trade patterns, forcing many hunters to find a new way of surviving. New jobs, combined with a declining population due to disease, caused many Inuits to resettle on the coast in more populated areas. Although the U.S. government provided support and opportunities for the Inuit population, it also forced assimilation at the expense of Inuit heritage and preferences. The tension between the old ways and the new is one of the most important thematic elements of Julie of the Wolves. For further study of this topic, have students explore the following web page: https://www.everyculture.com/multi/Ha-La/Inuit.html.
Set up a hands-on activity where students create a miniature Arctic biome using shoeboxes, craft materials, and printed animal images. Encourage creativity and collaboration as they depict tundra plants, the gray wolf, and climate features introduced in Julie of the Wolves. This immersive project helps bring the novel's setting to life and reinforces key science concepts.
Have each student select an Arctic animal featured in the novel or biome. Guide them as they gather facts about the animal's habitat, adaptations, and role in the ecosystem, then present findings to the class. This builds research skills and connects literature to real-world science.
Lead a class conversation about differences between the novel's depiction of wolves and scientific documentaries or articles. Prompt students to cite examples from both sources. This sharpens critical thinking and enhances reading comprehension.
Share a traditional Inuit legend or folktale with the class. Encourage students to identify themes and values in the story, then connect them to Miyax's experiences in the novel. This broadens cultural understanding and deepens literary analysis.
Ask students to write a journal entry about a time they adapted to a new situation or overcame a challenge. Connect this exercise to Miyax's journey in Julie of the Wolves. This fosters empathy and personal connections with the text.
рдЬреВрд▓реА рдСрдлрд╝ рдж рд╡реБрд▓реНрдлрд╝реНрд╕ рдЬреАрди рдХреНрд░реИрдЧрд╣реЗрдб рдЬреЙрд░реНрдЬ рдХрд╛ рдПрдХ рдЙрдкрдиреНрдпрд╛рд╕ рд╣реИ рдЬреЛ рдорд┐рдпрд╛рдХреНрд╕, рдПрдХ рдЫреЛрдЯреА рдЗрдиреБрдЗрдЯ рд▓рдбрд╝рдХреА рдХреЗ рдмрд╛рд░реЗ рдореЗрдВ рд╣реИ рдЬреЛ рдЖрд░реНрдХрдЯрд┐рдХ рдЬрдВрдЧрд▓ рдореЗрдВ рднреЗрдбрд╝реЛрдВ рдХреЗ рдЭреБрдВрдб рдХреЗ рд╕рд╛рде рдорд┐рддреНрд░рддрд╛ рдХрд░ рдЬреАрд╡рдирдпрд╛рдкрди рдХрд░рддреА рд╣реИред рдХрд╣рд╛рдиреА рдореЗрдВ рдЬреАрд╡рди рд░рдХреНрд╖рд╛, рдЕрдиреБрдХреВрд▓рди, рдЗрдиреБрдЗрдЯ рд╕рдВрд╕реНрдХреГрддрд┐ рдФрд░ рдорд╛рдирд╡ рдФрд░ рдкреНрд░рдХреГрддрд┐ рдХреЗ рдмреАрдЪ рд╕рдВрдмрдВрдз рдХреЗ рд╡рд┐рд╖рдпреЛрдВ рдХреА рдЦреЛрдЬ рдХреА рдЧрдИ рд╣реИред
рдЬреВрд▓реА рдСрдлрд╝ рдж рд╡реБрд▓реНрдлрд╝реНрд╕ рд╕рд┐рдЦрд╛рдиреЗ рдХреЗ рд▓рд┐рдП, рдЪрд░рд┐рддреНрд░ рд╡рд┐рд╢реНрд▓реЗрд╖рдг, рдЗрдиреБрдЗрдЯ рд╕рдВрд╕реНрдХреГрддрд┐ рдХреА рдЦреЛрдЬ, рдХрд▓реНрдкрдирд╛ рдФрд░ рд╡рд┐рдЬреНрдЮрд╛рди рдореЗрдВ рднреЗрдбрд╝реЛрдВ рдХреЗ рд╡реНрдпрд╡рд╣рд╛рд░ рдХреА рддреБрд▓рдирд╛, рдФрд░ рдЕрд╡рд╢реЛрд╖рдг рдФрд░ рдЬреАрд╡рди рд░рдХреНрд╖рд╛ рдХреЗ рд╡рд┐рд╖рдпреЛрдВ рдкрд░ рдЪрд░реНрдЪрд╛ рдЬреИрд╕реА рдЧрддрд┐рд╡рд┐рдзрд┐рдпреЛрдВ рдХрд╛ рдЙрдкрдпреЛрдЧ рдХрд░реЗрдВред рдорд▓реНрдЯреАрдореАрдбрд┐рдпрд╛ рд╕рдВрд╕рд╛рдзрдиреЛрдВ рдФрд░ рдЖрд╡рд╢реНрдпрдХ рдкреНрд░рд╢реНрдиреЛрдВ рдХреЛ рд╢рд╛рдорд┐рд▓ рдХрд░реЗрдВ рддрд╛рдХрд┐ рдЧрд╣рд░реА рд╕рдордЭ рд╣реЛ рд╕рдХреЗред
рдкрд╛рда рдпреЛрдЬрдирд╛ рдХреЗ рд╡рд┐рдЪрд╛рд░реЛрдВ рдореЗрдВ рд╢рд╛рдорд┐рд▓ рд╣реИрдВ: рдЖрд░реНрдХрдЯрд┐рдХ рд╡рдиреНрдпрдЬреАрд╡реЛрдВ рдкрд░ рд╢реЛрдз, рдЗрдиреБрдЗрдЯ рд╡рд┐рд░рд╛рд╕рдд рдХрд╛ рдЕрдзреНрдпрдпрди, рдорд┐рдпрд╛рдХреНрд╕ рдХреА рдЬреАрд╡рди рд░рдХреНрд╖рд╛ рд░рдгрдиреАрддрд┐рдпреЛрдВ рдХрд╛ рд╡рд┐рд╢реНрд▓реЗрд╖рдг, рд╡рд╛рд╕реНрддрд╡рд┐рдХ рднреЗрдбрд╝реЛрдВ рдФрд░ рдкреБрд╕реНрддрдХ рдореЗрдВ рднреЗрдбрд╝реЛрдВ рдХреА рддреБрд▓рдирд╛, рдФрд░ рдХрд╣рд╛рдиреА рдкрд░ рд╕реЗрдЯрд┐рдВрдЧ рдХреЗ рдкреНрд░рднрд╛рд╡ рдХрд╛ рдЕрдиреНрд╡реЗрд╖рдгред рдЫрд╛рддреНрд░реЛрдВ рдХреЛ рд╕рдВрд▓рдЧреНрди рдХрд░рдиреЗ рдХреЗ рд▓рд┐рдП рдХрд╣рд╛рдиреА рдмреЛрд░реНрдб, рдмрд╣рд╕ рдФрд░ рд░рдЪрдирд╛рддреНрдордХ рд▓реЗрдЦрди рдХрд╛ рдкреНрд░рдпреЛрдЧ рдХрд░реЗрдВред
рд╣рд╛рд▓рд╛рдВрдХрд┐ рдЬреВрд▓реА рдСрдлрд╝ рдж рд╡реБрд▓реНрдлрд╝реНрд╕ рдЖрд░реНрдХрдЯрд┐рдХ рдЧреНрд░реЗ рд╡реБрд▓реНрдлрд╝реНрд╕ рдХреЗ рдмрд╛рд░реЗ рдореЗрдВ рд╡рд┐рд╕реНрддреГрдд рд╢реЛрдз рдкреНрд░рд╕реНрддреБрдд рдХрд░рддрд╛ рд╣реИ, рдХреБрдЫ рдХреНрд░рд┐рдпрд╛рдПрдБ рдХрд╣рд╛рдиреА рдХреЗ рд▓рд┐рдП рдХрд▓реНрдкрдирд╛ рдХреА рдЧрдИ рд╣реИрдВред рдкрд╛рда рдХреЛ рдбреЙрдХреНрдпреВрдореЗрдВрдЯреНрд░реА рдпрд╛ рд╡реИрдЬреНрдЮрд╛рдирд┐рдХ рд▓реЗрдЦреЛрдВ рдХреЗ рд╕рд╛рде рдкреВрд░рдХ рдХрд░реЗрдВ рддрд╛рдХрд┐ рд╡рд╛рд╕реНрддрд╡рд┐рдХ рднреЗрдбрд╝ рд╡реНрдпрд╡рд╣рд╛рд░ рдФрд░ рдЙрдкрдиреНрдпрд╛рд╕ рдХреЗ рдкреНрд░рддрд┐рдирд┐рдзрд┐рддреНрд╡ рдХреА рддреБрд▓рдирд╛ рдХреА рдЬрд╛ рд╕рдХреЗред
рдЗрдиреБрдЗрдЯ рд╕рдВрд╕реНрдХреГрддрд┐ рдХрд╣рд╛рдиреА рдХрд╛ рдХреЗрдВрджреНрд░реАрдп рднрд╛рдЧ рд╣реИ, рдЬреЛ рдорд┐рдпрд╛рдХреНрд╕ рдХреА рдЬреАрд╡рди рд░рдХреНрд╖рд╛ рдХреМрд╢рд▓, рдореВрд▓реНрдпреЛрдВ рдФрд░ рдкрд╣рдЪрд╛рди рдХреЛ рдкреНрд░рднрд╛рд╡рд┐рдд рдХрд░рддреА рд╣реИред рдХрд╣рд╛рдиреА рд╕рд╛рдВрд╕реНрдХреГрддрд┐рдХ рд╡рд┐рд░рд╛рд╕рдд, рдЕрдиреБрдХреВрд▓рди рдФрд░ рдкрд░рдВрдкрд░рд╛ рдФрд░ рдЖрдзреБрдирд┐рдХрддрд╛ рдХреЗ рдмреАрдЪ рддрдирд╛рд╡ рдХреЛ рдЙрдЬрд╛рдЧрд░ рдХрд░рддреА рд╣реИ, рдЬрд┐рдирдХрд╛ рд╕рд╛рдордирд╛ рдЗрдиреБрдЗрдЯ рд▓реЛрдЧреЛрдВ рдХреЛ рдХрд░рдирд╛ рдкрдбрд╝рддрд╛ рд╣реИред