Grade 12: Cultural Contexts

Prescribed Learning Outcomes

It is expected that students will:

• apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event
• analyse the effects that knowing about Punjabi language and culture might have on various aspects of their lives
• demonstrate an appreciation of Punjabi language and culture and its place in the local and global communities
• analyse the significance of particular Punjabi customs, celebrations, and festivals

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

Suggested Instructional Strategies

Students can draw on many aspects of their knowledge of Punjabi to express cultural awareness and appreciation.

• As a culminating activity, ask students to organize and implement a Punjabi cultural event to which parents and the community could be invited. To do this, students can:
  • prepare and recite poems
  • learn and rehearse Punjabi songs and dances
  • write skits or short plays (or select an appropriate short scene from a dramatic work in Punjabi)
  • create props, costumes, and sets as needed to support their plays
  • collect and develop Punjabi arts and crafts, and mount them as a display
  • prepare Punjabi food
  • as a class, write a valedictory address explaining how the study of Punjabi has enhanced their lives
  • write letters of invitation
  • design and produce posters to advertise the event
• In making their preparations, have students work in groups, discussing alternatives and making choices using their expanded Punjabi vocabulary and communication skills. Members of the local Punjabi community could be approached to provide assistance with this activity (e.g., supply food or recipes). Younger students who are studying Punjabi could also help with preparations and activities.

Suggested Assessment Strategies

At this level, students should have developed and internalized an understanding of Punjabi culture. Their cultural awareness and appreciation will be fundamental to many of their discussions, assignments, and activities, even when the focus is on another aspect of the course.

• Criteria such as the following can form the basis for teacher, peer, and self-assessment of participation in cultural events:
  • shows enthusiasm and commitment
  • uses appropriate language related to the cultural event
  • accurately interprets relevant cultural features
  • responds appropriately to questions about the significance of specific aspects of the activity
  • offers useful feedback to peers about plans and activities
  As an example, teachers might provide students with a list of these criteria and have them rate their participation on a scale of 0 to 5 (where 5 indicates Outstanding, 0 indicates Not Observed).
• To prompt reflection and self-assessment, have students record their observations and reactions to specific events or experiences that occur outside the classroom (e.g., interacting with fluent Punjabi speakers, attending a Punjabi event). Review their reflections to assess the extent of their understanding and insight. Negotiate task requirements such as:
  • briefly describe the event or experience
  • talk about your participation in as much detail as you can
  • comment on your feelings and reactions (e.g., enjoyment, confidence, interest, surprise)
  • identify one or two key things you want to remember or learn more about

Recommended Learning Resources

Print Material

• Canadian Sikhs: History, Religion and Culture of Sikhs In North America
• Encyclopaedia Of Sikh Religion And Culture
• Golden Temple
• Harimander Sahib (Golden Temple)
• Punjabis in Canada
• The Sikh Canadians
• The Sikhs

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