Unit Plan: Weaving
Social Studies / Grade K-1
People connect to others and share ideas through the arts.
Students will keep considering…
- What patterns are used in weaving?
- How do you weave?
Teachers should consider how summative assessments should be based on clear criteria and include a variety of ways for students to show demonstrate their learning.
- Student can expertly show a weaving pattern
- Student is able to clearly describe how woven textiles are made.
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
- Students share reflections on their learning throughout this process that teachers could assess
- Teachers could assess the student’s woven product
- Buggy and Buddy – DIY Weaving Loom
- Arts & Creativity in Early Childhood Education – Weaving with Young Children
- “My Metis Sash” by Leah Marie
How will teachers and their students reflect on and evaluate the completed project?
- What aspects of the unit went well
- What did students struggle with
- What did you struggle with?
- What would you add/revise the next time you taught this unit?
- Were there any unintended outcomes?
- Were students engaged?
In this unit, students will learn about the ancient craft of “weaving.” Weaving has been used by numerous cultures in Canada both historically and presently. Here, students will learn about the cultural significance of Métis sash weaving and their connection to the land. Students will develop knowledge and skills around the process of weaving and will finish by creating a Métis-inspired group or individual weaving sample.
Important Traditional Knowledge for this unit:
- Metis communities began in the early 1700s when French and Scottish fur traders married aboriginal women (often Cree, and Anishinabe). “Distinct Métis communities developed along the fur trade routes. This Métis Nation Homeland includes the three Prairie Provinces (Manitoba, Saskatchewan, Alberta), as well as, parts of Ontario, British Columbia, the Northwest Territories and the Northern United States. (Library and Archives of Canada) “Metis sashes were worn by men and helped them to survive in the bush. Originally the colours used were green, red, tan and brown, but now they use green, red, blue, gold, and white. The foot-long tassels could be used to repair snowshoes, dog harnesses, bridles, make snares, repair clothing, carry canoes or heavy sacks (like a sling) and most importantly wrap around their waists to stay warm. The sashes were originally 12-16 feet long and made by hand. The finger-weaving process would take one person 60 to 100 hours to produce. They traditionally used the arrow pattern and it is still used today. (Adapted from “Little Metis and the Metis Sash” by D.L. Delaronde)
Important Mathematical Knowledge for this unit:
- Basic patterns can be taught through weaving. Think about the process of weaving, over, under, over under, this represents an AB pattern. Students can also investigate the colour patterns. The horizontal patterns may be AB, AB if you go over/under or they could be AAB, AAB if you go over two and under one. The vertical colour patterns can also be examined once the weaving is done. If you use one colour on each row and cycle through three colours in order, this may represent and ABC pattern. The math conversations are endless!
Related Big Ideas
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
The knowledge, skills and processes we associate with intellectual development
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.