Introductory Punjabi 11: 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
• demonstrate an understanding of the significance of particular Punjabi customs, celebrations, and festivals

Suggested Instructional Strategies

Hands-on activities allow students to share their knowledge of Punjabi language and culture and enable them to develop better understanding of aspects of the culture.

• Invite students to compare Punjabi myths and stories with similar stories from other cultures (e.g., Chinese, Greek, Aboriginal). They could choose stories from varied media such as film animation, ballads, and so on. Some Punjabi stories closely resemble tales familiar to Western readers. For example, "The Golden Fish"is similar to Grimm's fairy tale, "The Fisherman's Wife."
• Split the class into two groups and have each group learn a card game (e.g., ). When both groups have learned their game, rearrange the students into several small groups in which half are drawn from each of the original two groups. Students then teach each other the games they have learned. Have students identify games commonly played in Canada that resemble these Punjabi games.
• Working in pairs, ask students to write in Punjabi the rules of a game they already know. Then they trade rules with another pair and try to follow the instructions they have received.
• Using visual aids and videos, introduce vocabulary and knowledge related to a Punjabi celebration such as Vaisakhi (e.g., a Vaisakhi parade on a video acquired from a local Gurdwara or community cable channel). Involve students in putting together plans for a school-based celebration of the occasion. Each group of students takes responsibility for one aspect of the celebration, such as:
  • building a model of a Vaisakhi float
  • putting together a Vaisakhi fashion show
  • designing and distributing promotional material

Suggested Assessment Strategies

Students demonstrate their cultural knowledge through talking, writing, representing, and engaging in classroom activities. Assessment will focus on teacher and peer observation, discussion, and self-assessment, with minimal language demands.

• When students compare Punjabi stories, myths, and celebrations, look for evidence that they are able to:
  • identify important features of the Punjabi activity or work
  • indicate similarities and differences
• Have students work in pairs or small groups to demonstrate a game or sport. Explain the criteria for assessing their demonstrations, and record observations on a feedback sheet or simple rating scale. Other students can also provide feedback. Focus assessment on two to four key aspects such as:
  • presentation or demonstration is clear and easy to follow
  • language is used accurately
  • participants show enthusiasm
  • students invite and respond to questions to help make the game or sport clear
• Activities connected with celebrations such as Vaisakhi can be assessed for the creative processes students use and the work they produce. For example, groups can assess the extent to which members:
  • generate a variety of ideas
  • respect and encourage risk taking and divergent thinking
  • collaborate to develop a work plan
  • contribute to the activity or product
  • work together to overcome problems they encounter
  • are satisfied with the work they produce
• Invite students to keep an ongoing list of the activities they are involved in. Ask them to record how enjoyable and easy the activities are as well as how effectively they participate.

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 Sikhs

• The Festival

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