Students will gain an appreciation for the central role that religion and spirituality holds in Native cultures.

1. Web Site: Luxton Museum of the Plains Indians: Spiritual Life link
2. Web Site: Cape Dorset Inuit and Inuit Cultural Perspectives: Stories and Legends link
3. Web Site: Stones Unturned
4. One computer per student (if this is not possible, you may wish to download and print the information off of the Web sites)
5. Socratic Questioning Guide Sheet
6. Flip Chart paper, Constructions paper, Scissors, Glue, Colour Pencils, Tape

1. Lead a Socratic lesson introduction by selecting one story or legend from one of the Web sites, and attempting to interpret its meaning.
2. As you and the class identify the questions that need to be answered, record them on the board, and answer them orally.
3. Have students orally summarize their interpretation of the legend, addressing the impact and importance it has on Native spiritual views (Who do they worship? Why? How?).
4. Print 6 legends from the Web sites, make enough copies for the class, and randomly hand them out to students (one legend per student).
5. Have students read the legends, working through and recording answers to the questions that the class developed (now written on the board).
6. Once complete, initiate a class discussion, having each student with the same legend contribute information. Students should submit written work.
7. Show a photograph of a Totem Pole and ask student to identify it.
8. Ask students to identify the purpose and function for the Totem Pole. Answers should be recorded on the board. If no answers are available, go to step 9.
9. Tell students that they will be going on a virtual tour of the Totem House in the Canadian Museum of Civilization to gain a full understanding of the Totem Pole. While there, they must identify one purpose, function or piece of historical information about Totems, and record in on their piece of coloured construction paper or flip chart paper.
10. Have students go to computers and as a class enter into the Totem House (it is very confusing, so this "walk through" is a must!).
    1. Go to Stones Unturned
    2. Select the 'Canadian Museum of Civilization Corporation' link.
    3. Select the 'Site Index' link.
    4. Under the title 'Houses and Totem Poles", select the Native Group of choice.
    5. Read information, and select 'Enter the House' (only if students are able to infer information from undirected text.)
11. Students can enter any of the Totem related links to identify a reason for Totems.
12. Students should record their findings on their paper, and post it on the "Totem" section on the wall (this must be previously created by the Teacher).
13. Have students orally add to the information posted to ensure an introductory understanding has been achieved.
14. Using construction paper, have students construct their own Totem based on their lives and beliefs, and assemble several class Totem Poles. They must write a paragraph explaining their Totem. (It may be interesting to connect with another school and trade Totem Poles to enhance the idea of the individuality that each Totem holds!)

1. Written Answers to Legend Analysis.
2. Information Postings.
3. Creation of a Totem for the Pole and Written Summary.
4. Discussion Participation.

1. Legend.
2. Totem.
3. Totem Continuation (if necessary).