A3. Understanding Context: Tradition and Heritage
Specific Expectations
A3.1
identify and describe different types of families (e.g., families with one parent, two parents, no children; same-sex families; blended and multigenerational families; families where the parents come from different religious or ethnocultural groups; foster families)
- Who is in your family? Does your family include people who are part of your extended family or a care community?
- “I have my dad and my stepdad. My stepdad has other kids too.”
- “My best friend’s dad is from Jamaica, but her mother was born in Toronto. My friend’s grandmother lives with them too.”
- “My kokum (grandmother) moved here from Mattagami First Nation to help take care of me. She helps out since my parents are on shift work at the hospital.”
A3.2
identify various groups in their community (e.g., various religious and ethnocultural groups; First Nations, Métis, and/or Inuit individuals; Black and racialized groups; immigrants and refugees), and describe some of the ways in which their community reflects this diversity (e.g., the presence of a variety of languages, foods, music, clothing, holidays; distinct cultural neighbourhoods with specialized shops and restaurants)
- What kinds of cultural centres and religious buildings are in our neighbourhood? Are there other cultures and religions in Canada that do not have buildings in our neighbourhood?
- What types of businesses did we see on our community walk? Do these businesses reflect the diversity of our community?
- When we went to the local grocery store, what are some of the types of foods we saw? Do they reflect the various cultures that are present in our community?
- “I go to South Asian dance classes at the cultural centre. We are learning a dance we are going to perform at a festival.”
- “On the weekend, we went to the farmers’ market. Some people there sell bread and sausage they made. They dress a lot different than me. I like the caps the girls wear.”
- “We can’t find a lot of country food when we go to the grocery store. So my family trades with another family here in the city to get caribou and other wild meat. I like eating country foods.”
A3.3
identify places and/or countries of personal or familial significance, and locate them on a globe and/or print, digital, or interactive map
A3.4
describe some significant traditions and celebrations of their families, their peers, and their own communities, as well as of some other communities in Canada, including First Nations, Métis, and/or Inuit communities (e.g., fall fairs; faith/cultural holidays such as Easter, Passover, Eid al-Fitr, Diwali; Kwanzaa; commemorative days such as Remembrance Day, Canada Day, National Indigenous Peoples Day, National Day for Truth and Reconciliation, Louis Riel Day, Powley Day, Earth Day; religious ceremonies; cultural festivals such as Toronto Caribbean Carnival, Desifest, Mississauga Latin Festival)
- What are some of the big celebrations in your family during the year?
- Why do some people wear poppies for Remembrance Day?
- What are the steps that you take to prepare to go to a celebration in your own community, such as the Midwinter ceremony, a summer festival, a powwow, a round dance, a Métis Rendezvous, or another event?
- What is Orange Shirt Day? How do people in the community participate in Orange Shirt Day? When is this day recognized?
- Why do we wear pink shirts on Pink Shirt Day at school and in the community?
- “I get to show my goat at the fall fair this year. There will be lots of animals. Some people bring pumpkins and other things they have grown. It’s fun to see stuff from different farms.”
- “This year I have my first communion. I get to wear a special dress. My parents will have a party for me.”
- “My mother starts in the fall to work on our regalia for the summer powwow. She also makes porcupine quill baskets and beadwork to sell. We always go together. I dance fancy shawl style and we meet up with family and friends to eat.”
- “My dad knows how to play the fiddle and jig at the same time. Each year he teaches the kids at the Métis Rendezvous some basic steps so they can jig, too. Jigging is a traditional Métis dance.”
A3.5
demonstrate an understanding of simple chronology by identifying and organizing chronologically some important events and/or people from multiple generations in their family and/or community (e.g., construct a three-generation family tree; construct a timeline showing marriages and births within their family; prepare a chronological list showing when family members moved, including, if applicable, when they immigrated to Canada; construct a timeline of seasonal ceremonies)
- “My grandma came from Ireland when she was a girl and lived in Newfoundland. My dad was born in Kingston, Ontario. Now we live in Windsor.”
- “My grandparents are Métis and they raised their family in Mattawa. My dad moved to Toronto to go to college and work. I was born here. We go back to Mattawa for the harvest with my grandpa every fall.”
- “In September we start school. Then comes Thanksgiving and Hallowe’en. In December we all have a winter break.”
- “This Cycle of Ceremonies timeline shows all seasonal ceremonies that my Haudenosaunee community celebrates during the year. It starts with the Midwinter ceremony. The Maple Ceremony is next and then it’s the Thunder Dance. We have many other ceremonies where we give thanks and honour ancestors and cleanse the community. My favourite one is in June, when we do the Strawberry Ceremony.”
- “This timeline shows all the seasons and how the Inuit from my home community share the land with the wildlife and plant life. My favorite time of the year when I lived there was when my dad took me out to hunt seal on the spring ice.”
A3.6
identify some ways in which heritage is passed on through various community celebrations, traditions, teachings, ceremonies, and events (e.g., recipes are passed down to new generations when traditional food is prepared for a community celebration; ethnocultural or community-based cultural festivals and events often showcase traditional clothing, music, dance, stories, and/or games)
- What are some ways in which your family passes down your cultural heritage? How might community events, celebrations, and ceremonies help you learn about your heritage?
- “I went to a Portuguese festival in the summer. I liked the food and music.”
- “I helped my aunt make corn for a community dinner.”
- “On the weekend my uncle took me along to find and gather medicines on the land. He taught me while we were walking.”
- “My dad takes me with him during the Goose Break. I learn teachings from the community about respect and how to prepare the geese to cook.”
- “My cousin lives in Nova Scotia. She says they have parties there called ceilidhs. She is going to teach me how to play a Scottish song on the fiddle.”
A3.7
identify some ways in which heritage is passed on through various family celebrations and practices, including at least one First Nation, Métis, and/or Inuit family celebration or practice (e.g., celebrations around Christmas, Ramadan, Hanukkah, Diwali, Kwanzaa; traditions related to rites of passage)
- What are some ways in which you learn about your heritage? Who teaches you? How do they teach you?
- How do special celebrations and practices help you learn about your cultural heritage?
- Are there objects that have helped you learn about your cultural heritage? How do they help you learn?
- “I love my granny’s pierogi. We always make them for the holidays. She showed me how to make the filling.”
- “I danced the hora at my cousin’s bar mitzvah.”
- “My mom speaks Italian when she visits my nonna. I’m going to learn Italian too.”
- “My mom and I go to Inuktitut language classes. I want to be able to speak it when I get older so I can pass it down, too.”
- “My family and I went to the Michif language camp that was held this winter. We listened to a story told in Michif, French, and English. We learned to jig and baked bannock too!”