Bison Unit: Lesson 3 - Bison Produce and Hunting Procedures

Description

Origin

Saskatchewan

Subject: History

Also: Biology, Indigenous Ways of Knowing & Being, Indigenous Language, On-the-Land, Nutrition, Social Studies, Science

Learning Level/Grade:
10

Also: 12, Post-Secondary

Related Resources

Bison Unit: Lesson 4 - Bison Hide Tanning (Let's observe the process)

Bison Unit: Lesson 2 - The Bison and Background Information

Bison Unit: Lesson 1 - Connection and Interdependence Between Humans, Animals, and the Natural World

Bison Unit: Lesson 5 - How to Cook Bison Brains

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

We respectfully acknowledge the original lands of the Indigenous Peoples of Treaty 4: Cree, Saulteaux, Nakota, Dakota, Lakota and Treaty 6: Cree, Saulteaux, Dene, and Dakota whose knowledge inform this lesson. As well, we acknowledge the homeland to many winged, four-legged, crawling, and water creatures.

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live? Read More

Contributors

Name	Role/Job Title	Place
Belinda Daniels	Curriculum Developer	Saskatoon
Steffany Salloum	Community Research Associate and Website Manager	Saskatoon
Bettina Schneider	Regional Lead, NCCIE	Regina, First Nations University of Canada

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. Examine the traditional hunting practices of the Plains Cree and Métis people, looking specifically at these practices and uses of the buffalo. The introduction of the horse and the gun will be examined, and students will discover how the overhunting and extermination of the buffalo had huge repercussions for Indigenous peoples.

2. Examine the idea of social responsibility and conservation in relation to the land, plants and animals surrounding us. Also, analyze the social responsibility we have to the next generations. [Broad Areas of Learning]

3. Examine the concepts of conservation and responsible consumption. [Cross-Curricular Competencies] [Science]

4. Examine the various worldviews about the use and distribution of wealth in relation to the needs of the individuals, communities, Nations and the natural environment.

Analyze how Indigenous economies were environmentally responsible and examine how the buffalo were integral to Indigenous economies.
Illustrate the physical dexterity and mental acuity required for hunting buffalo.
Explain how the Métis buffalo hunt was a highly organized, democratic event.

[RW 10.1 ]

5. Examine the concept of development from an Indigenous perspective. [RW 20.1 ]

6. Analyze the diverse and dynamic relationship between Aboriginal people and the land.

Understand that education serves as an instrument of cultural survival and is a component of self-determination for Aboriginal peoples.

[IN 30.2]

PGP Goals: Increase knowledge about the community workings needed to have a successful hunt.

Teachers' Guide

Background/Foundational Information

Activities

1 -

Buffalo Hunting and Traditional Uses

Purpose

Time: 2:00

Activity Instructions

Motivational Set: The teacher will ask the students to consider the following questions:

What do we know about the importance of the bison to Indigenous Nations?
How was the bison hunted and how did hunting practices evolve?
What events led up to the near extinction of these majestic creatures?

Main Procedures/Strategies:

Watch People of the Buffalo Nation by Joely BigEagle-Kequahtooway. (See Materials and Resources below.)
Watch NCCIE video Buffalo Hide Tanning and Teachings – Part 7 – Smoking a Buffalo Hide. (See Materials and Resources below.)
Students should make jot notes about bison hunting, traditional uses, and practices of the People.
The teacher should provide a brief recap or review what was said in the video so that everyone has a basic understanding of hunting practices and the use of the bison.
Next, look up the link, Métis Buffalo Hunt (See Materials and Resources below) and direct students to this online resource site looking at the Practices of the Métis (Inclusive. This website deals with the Métis Buffalo Hunt. Students are looking for answers to the questions posed in the motivational set.
Students will write a paragraph or prepare a concept web dealing with information about how bison were hunted, the evolution of hunting practices, the causes for near extinction, the current recovery of the bison population, and the cultural importance and usage of the buffalo.
Students will create a chart which provides examples of the many uses Indigenous people had for the buffalo. Students may use the attached sheet or link below titled: Traditional Uses of the Buffalo.
Vocabulary - Using the list of uses for buffalo parts, students will create their own list of unfamiliar words (e.g. quiver, shroud, lariat). Using a computer with internet, students will record the Google definitions.

Closing: Brainstorming Activity: Discuss the idea of conservation and waste reduction.

Why is this so important today?
How do the past practices of Indigenous peoples use of the land, animals, and plants display this natural idea of conservation?
What can we do as a society to get back to these practices and why is this important?

This activity is designed to connect with learners with these learning styles...

Physical (e.g., Tactile, Experiential, Visual) Learners

... in the following ways:

Suggested Adaptations for Different Kinds of Learners

Materials, Videos, Other Activity Resources

Title	Type
People of the Buffalo	Link
Joely BigEagle-Kequahtooway share the importance, connection, and history of the buffalo.
Buffalo Hide Tanning and Teachings – Part 7 – Smoking a Buffalo Hide	Link

Bison Hunt and the Uses of the Buffalo	Link
Information on the buffalo hunt.

Assessment

This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed:

Related resources on NCCIE.ca

Title	Type
Buffalo Hide Tanning and Teachings – Part 7 – Smoking a Buffalo Hide	Link

Where can I find additional information?

Title	Type
People of the Buffalo	Link
Joely BigEagle-Kequahtooway share the importance, connection, and history of the buffalo.
Bison Hunt and the Uses of the Buffalo	Link
Information on the buffalo hunt.
The Buffalo by Thomas King	Link
Meant for Grade 12 students. Recommending the in-depth podcast narrated by Thomas King called, The Buffalo 3 Part Series - Ideas with Nahlah Ayed
Buffalo People Arts Institute	Link

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

Relationship with the land
Indigenous Peoples and the bison lived, honoured, and cherished the land together. Bison are alive, considered a sacred grand spirit. Student will understand the connection to the bison that lived on the land, both of these two living systems involved care, respect, and attention.
On-the-land/outdoor learning experiences
Language and Culture
N/A
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Special care and consideration of the bison existed prior to contact with the Western world and the no waste concept was foundational in taking care of the bison. After contact with newcomers, the Métis organized a hunting guideline that was based on trust when hunting the bison.
Relationship with family, ancestors
N/A
Different learning styles; attention given to mind, body, and spirit
Connections with everyday life
N/A
Healthy relationship with self and identity
N/A
Personal reflection time (connecting with thoughts and feelings)
Closing: Brainstorming Activity: Discuss the idea of conservation and waste reduction. Why is this so important today? How do the past practices of Indigenous peoples use of the land, animals, and plants display this natural idea of conservation? What can we do as a society to get back to these practices and why is this important?

Lesson Plan Length

Estimated Length (hh:mm): 2:00
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Unit Plan Title:	Bison Unit: Lesson 3 of 5
Stream:	General, Academic
Meets curriculum expectations or outcomes for: Saskatchewan	Yes

Lesson Plan Topics

Questions?

Please contact Bettina Schneider for more information.

Bison Unit: Lesson 3 - Bison Produce and Hunting Procedures

Acknowledgement Protocol

Contributors

Contributors

Learning Outcomes

Teachers' Guide

Background/Foundational Information

Activities

1 - Buffalo Hunting and Traditional Uses

Assessment

Related resources on NCCIE.ca

Where can I find additional information?

Language

Holism and All Our Relations

Lesson Plan Length

Other Details

Lesson Plan Topics

Questions?

1 -

Buffalo Hunting and Traditional Uses