Grade 6 : Cultural Contexts

Prescribed Learning Outcomes

It is expected that students will:

• demonstrate a knowledge of Punjabi games, sports, arts, customs, celebrations, and festivals
• use language associated with Punjabi games, sports, arts, customs, celebrations, and festivals
• identify similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures

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

Suggested Instructional Strategies

As students explore a variety of Punjabi customs and traditions, it is important to encourage respect and trust in the classroom. Emphasize ways in which diversity enriches the classroom experience and brings Punjabi culture to life.

• Watch a video or live performance of a group performing a Punjabi dance such as Bhangra or Gidha. Have students familiarize themselves with the music and lyrics, then begin creating imitative moves that fit with the rhythm and words.
• Students can build and fly kites, a common pastime in India. As students work with the kites, help them learn some related vocabulary. Decorate the classroom or hallways with the finished kites.
• Teach students a distinctive Punjabi sport such as Kabaddi  (a game similar to Red Rover) or Khudo Khundi  (field hockey) and the vocabulary associated with it. Note that these sports can become rough and may need to be adapted for some students. Consider teaching Khoh-Khoh,  which is a less aggressive variant of Kabaddi. 
• Once students have learned the Punjabi games, ask them to compare them to more familiar pastimes (e.g., rugby, Red Rover).
• Have students brainstorm schoolyard games that are common in Canada (e.g., jacks, marbles, skipping, hopscotch). Choose one that has a Punjabi counterpart (several versions of hopscotch are played in Punjab), and teach it in Punjabi. Invite students to play the game in Punjabi.

Suggested Assessment Strategies

Since students' Punjabi language skills at this point may be limited, they should have opportunities to demonstrate their awareness and understanding in ways that do not depend upon language.

• Frequently ask students to describe the cultural activities in which they are engaged. Encourage the use of Punjabi, but be aware that their understanding of the activities will exceed their language abilities at this stage. Some English words may be used. Look for evidence that they:
  • understand the activity
  • recognize its significance or relationship to other aspects of Punjabi culture
  • use vocabulary related to the activity
  • comment on how it is the same or different from cultural activities in other cultures
• During dance and game activities, note the extent to which students show interest and understanding. For example:
  • follow oral instructions
  • begin to sing along with parts of a song
  • imitate the moves of a dance and show the appropriate mood (e.g., serious, comic, happy, sad) through their movements
  • follow the rules of a game and play to completion
  • use key vocabulary terms associated with the game or dance
• Students can reinforce and reflect on their cultural understanding by making a visual record about selected cultural activities. For example, they might create and label a sketch, collage, or photograph; make a web chart or collage of words they associate with the activity; or draw and label equipment, clothing, or symbols associated with a particular activity.

Recommended Learning Resources

Print Material

• Canadian Sikhs: History, Religion and Culture of Sikhs In North America
• Encyclopaedia Of Sikh Religion And Culture
• Punjabis in Canada
• The Sikh Canadians
• The Sikhs

• The Festival

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