Totem Poles How Do I Relate to Another Culture? Robanne R. Stading

Alaska Standards Social Studies: Cultural B1 Acquire insight from other cultures without diminishing own Reading 1.9 Express opinions about text Reading 1.11 Identify basic cultural influences in texts

Objective Child will learn that totem poles can represent characteristics of a person, and can be a symbol of that person.

Methodology Group story Individual writing Individual drawing Group discussion

Materials Needed Images of totem poles Book: Raven by Gerald McDermott Writing paper Pencils Drawing paper Black Markers Scissors

Accommodations for Special Learners Adult support in the classroom Adapted pencil and scissors Larger-sized paper

Introduction to Learning Totem Poles are commonly found in Southeast Alaska, created by the Tlingit Alaska Natives. The Totem Poles may recount a folktale or they may represent a family. Most family members have their own totem animal. Pics from

Read the Book Read the book Raven to familiarize the children with an animal that can be a totem. Point out artistic representations of totem poles in the story. Brainstorm characteristics about raven from the story that people might relate to as a totem.

How Do I Relate? Have the children brainstorm what their personal totem might be, what animal describes their characteristics. The children will then pick an animal as their own totem, write and draw the animal.

Writing Activity “My totem is a _______ because …”

For Example… My Totem is a cheetah because I can run fast.

Another Example My Totem is a swan because I like to swim.

A Final Example My Totem is a dolphin because they are cool and so am I.

Multicultural Considerations Some children may already have totems and should be encouraged to share them with the class. Some families may consider the idea of a totem in conflict with their own spiritual beliefs in which case the child might write, “I am like a _______ because…” and draw a picture of that animal.

Learning Closure The totems will be assembled into a classroom totem pole, with the oldest on the bottom and on up to the youngest.

Assessment Examine the child’s writing. Does the ‘because’ of the sentence provide evidence that the child understands what a totem is, a representation of oneself? Objective: Child will learn that totem poles can represent characteristics of a person, and can be a symbol of that person

Teacher Reflection The children “bought into” this activity as evidenced by their interest and motivation for the assignment. Many children chose animals with physical abilities that they admired (speed or agility) while others chose their favorite animals. The first group of children demonstrated understanding of the concept, the others have an emerging understanding.

Teacher Reflection The children also enjoyed viewing their Totem Pole as a whole. The first morning in which it went up, many children went to it and made comments like “There’s mine!” and “It’s tall!”

Teacher Reflection For the Totem Pole, I placed the adults at the bottom, as my reflection on our role as a base for the children. “My totem is a polar bear because they are good mommies.”~Robanne