Compare how arts expressions from various groups and communities may be a reflection of their unique environment (e.g., North and South Saskatchewan, urban and rural).
| (a) |
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| (b) |
Share information about an artist working in own community through individual research or collaborative inquiry. |
| (c) |
Conduct research and guided Internet searches for information about Saskatchewan artists. |
| (d) |
Describe how an arts expression tells something about the community and culture in which it was created (e.g., heritage harvest dances). |
| (e) |
Describe ways that people of various cultures in own and surrounding communities participate in the arts and discuss why they do so. |

Students will then create their own buffalo flags/banners to celebrate their role in shaping the current environment, while reflecting on the lesson.
- Grandfather, Tell Us About the Algonquin People of Long Ago
- Grandfather, Tell Us About the Inuit People of Long Ago
- Grandfather, Tell Us About the Ojibwe People of Long Ago
- Grandmother, Tell Us About the Mi'kmaq People of Long Ago
- Grandmother, Tell Us About the Métis People of Long Ago
- Grandmother, Tell Us About the Sioux People of Long Ago