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Lesson Date
Title/Focus Indigenous Culture April 19

Subject/Grade Time
Level Gr. 2 Social Studies Duratio 30 min
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OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: 2.1 Students will demonstrate an

understanding and appreciation of
how geography, culture, language,
heritage, economics and resources
shape and change Canada’s
communities.

Specific Learning Outcomes: 2.1.3 investigate the cultural and

linguistic characteristics of an Inuit,
an Acadian and a prairie community
in Canada

LEARNING OBJECTIVES

Students will:
 SWBAT determine meanings behind cultural activities and apply it to their lives.

What my students already know

 Where Saskatoon is
 What Saskatoon’s weather is like
 What we can do in Saskatoon
 Natural Resources
 Why Saskatoon was created where it was
 What cultural groups live in Saskatoon
 Indigenous Groups in Saskatoon
 Ukrainian traditions

What my students need to learn

 Indigenous traditions
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ASSESSMENTS (How I will know students have achieved the objective(s))

 Worksheet on Tipi poles

PRIOR TO LESSON/PREP MATERIALS AND

EQUIPMENT

 Open up links on computer  Smart board

 Social booklets
 Cree Teaching -
Fourdirectionsteachings.com

PROCEDURE

Introduction Assessment

 TIME 5 min 
 Hand out the social booklets with the leader.
 Open up booklets to the temperature page and
check the weather in Lethbridge. Have students
guess if its going to be warmer or colder in
Saskatoon and why they think that. Check the
weather and record it.
 Today we are going to learn about tipi’s, what is a
tipi?

Body Assessment/Differentiation

 Activity 1 – 
 TIME 10 min
 What is a tipi used for?
 The teachings that the Cree pass down are called
oral traditions that means that they are passed
down with stories and teachings. They aren’t
written down.
 In our language, for old woman, we say,
Notegweu. Years ago we used the term
Notaygeu, meaning when an old lady covers
herself with a shawl. A tipi cover is like that
old woman with a shawl. As it comes around
the tipi, it embraces all those teachings, the
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values of community that the women hold. No

matter how many children and great
grandchildren come into that circle of hers,
she always still has room. And if you put it up
right, the poles never show on the bottom,
and that tipi stands with dignity, just as, years
ago, women always covered their legs with
the skirt, which also represents the sacred
circle of life. And when you put the flaps up, it
teaches you how we embrace life itself. It’s
like a woman standing there with her arms
out, saying “Thank you” to everything. That is
what the tipi is - it is the spirit and body of
woman, because she represents the
foundation of family and community. It is
through her that we learn the values that bring
balance into our lives. That is why, when you
construct a tipi, it involves ceremony: because
the ceremony of making a tipi represents the
value of women’s teachings. (from the cree
teaching website hyperlinked in materials and
equipment section)
 There is a ceremony that goes with tipis
 Doorways face east because that represents the
beginning of creation. This is only for the first
time the tipi is put up after that it can face any
direction.
 Now days tipis are mainly used as their symbol
and not as housing
 Have you seen tipi rings before? They are big
circles made out of rocks
 The cree use 15 poles each pole has a teaching.
 First three poles represent obedience, respect and
humility, these are the first 3 poles put up.
 The other poles represent: happiness, love, faith,
kinship, cleanliness, thankfulness, sharing,
strength, good child bearing, hope, ultimate
protection and control flaps
 The rope that binds the poles together that binds
all the teachings together.
 They are made from trees and originally hide.
Some now will be made of canvas instead.
 Which of the pole meanings do you like the best?

 Activity 2- activity  Worksheet.

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 Time 10 min
 tipi worksheet in social booklet
 Explain that they are expected to think about the
meanings of the poles and write down which one
means the most to you and why. You are then to
draw a picture showing it.
 Have students talk to their neighbour about which
one means the most to them.
 Walk around and help students with what they
need help with or to clarify things.

Closure Assessment

 Time 5 min 
 Have students put away their social booklets and
have them line up on their dot for prayer and
nutrition break.

Sponge: What can students work on if done

 Read to self

Reflection: