Description
This lesson is about Bison Teachings and the origin of the Bison Rock that once sat in Saskatchewan’s Qu’Appelle Valley. It is about how the rock came to be through the story of Buffalo Child. Buffalo Child was a lost baby who was adopted by the buffalo. Once Buffalo Child was old enough he went to live with the Cree people, and when he did, he realized he was in conflict between the human beings and the bison.
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.
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. Understand the interdependence of humans and the natural world through Indigenous legends and storytelling.
2. Examine humans place and connection within the natural world. (Broad Areas of Learning)
Cross-Curricular Competencies: This lesson fits within the Science 10 Ecology unit, as it displays the importance and connection humans have with nature. 3. Reflect on pre-contact Indigenous worldview and identity through key people, narratives, and events. [DR 10.1] 4. Conduct and inquiry to explore the process of reconciliation and its impact on Indigenous worldview and identity for future generations. [DR 10.3; (TRC Focus)] 5. Reflect on the pre-contact functions and significance of family, community, and kinship through key people, narratives , and events. [IN 10.1]
- Analyze the function of families and the importance of traditional Indigenous family life;
- Appreciate the use of story in the discipline and guidance techniques of Indigenous peoples;
- Value Indigenous worldviews as valid ways of thinking and knowing and understand that worldviews underlie self-concept;
- Personal conflict resolution;
- Explore the unique ways Indigenous peoples experience spirituality.
[Science DR 10.1, 10.3, IN 10.1]
6. Understand the history, nature and effects of social injustice on Indigenous peoples in Canada and internationally.
- Increase understanding of Indigenous philosophy and how it relates and is applied to issues of social justice.
[Science IN 20.1]
7. Analyze the diverse and dynamic relationship between Aboriginal people and the land.
- Discover how cultural factors and worldviews influence a peoples’ relationship to the environment. A special relationship exists between Aboriginal peoples and the land.
[Science DR 30.1]
PGP Goals:
- 2.2 Knowledge of First Nations, Métis, and Inuit Culture and History (e.g., Treaties, Residential School, Scrip, and Worldview).
- 4.2 Demonstrates the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspectives.
Teacher's Guide
Background / Foundational Information
Subject: Indigenous Studies 10, 20, 30 Grade(s): 10-12
Topic: Indigenous Worldview
Essential Question: How is the connection between the bison and Indigenous Peoples important in the learning about ourselves, our philosophy, and our world or worldview?
Terminology: Bison is a scientific term for the species, whereas buffalo is a common everyday term. Cree word: paskwawimostos = a prairie cow.
This unit is an enhancement for the videos created by Buffalo People Arts Institute.
wahkotowin-relationship: interconnectedness between humans and natural systems. This basically means that everything is related, for example, 'what we do to the earth we do to ourselves', or 'we are what we eat'. Relationships extend far beyond just people. We have relationships with the bison, with the trees, with the lakes and river systems, with the fish, and the birds. The relationship First Nations and Métis have with the bison is an essential one; it is because the buffalo is one of the grand spirits and requires the upmost respect, care, and responsibility.
Activities
Significance of Bison Teachings and Facts0:30
Purpose
To learn about the significance and spiritual connection to the Bison from an Indigenous perspective.
Watch Buffalo People Arts Institute Part 1 - Introducing Buffalo People Arts Institute
- Introduce Indigenous ways of knowing being and doing and compare this to the video, think about the examples given. Indigenous worldview is circular and connected/interdependent whereas, Western worldview focuses on hierarchical connection, with humans at the top. In Indigenous worldview, nature is respected and the focus is on abundance and community.
- In Part 1, what does the knowledge keeper Joely BigEagle-Kequahtooway share about the bison teachings? What does she say?
- Discuss the importance of the bison in Indigenous societies.
- Share the story, Ahtahkakoop Learns the Story of Buffalo Child, with the class. Any age group benefits from being read to out loud. Discuss the story presented, as well as the lessons being taught from Part 1.
- Have student think about what lessons are being taught throughout the video and story? How do these activities display a human connection to the land, animals, and nature?
- For added learning, have students represent part of the story in a visual format through a piece of art, song, or poem, or retell the story in one’s own voice. You can create a rubric to evaluate the student’s work.
Learning styles this activity connects with
- Spiritual (e.g., Relational) Learners
- Physical (e.g., Tactile, Experiential, Visual) Learners
This activity connects with spiritual learners demonstrating we are all related, and that land has a special significance to Indigenous peoples.
This activity also connects with physical learners because students will listen to the video and then read a story. Students can recreate the story in whatever medium they are most comfortable with, art, music, poetry, etc.
Ahtahkakoop Learns the Story of Buffalo Child0:20
Purpose
To learn about the origin of the Bison Rock that once sat in the Qu'Appelle Valley, Saskatchewan.
Read the story, Ahtahkakoop Learns the Story of Buffalo Child, to the students. After students have listened to the story of Buffalo Child, have students answer the following questions.
- How had the child in the story been lost?
- Why was the life of this newborn child saved?
- Being raised by the Buffalo, what had the child learned?
- When did the Buffalo Child realize he was different from the other buffalo?
- What did Buffalo Child do after his realization?
- Discuss the inner conflict Buffalo Child is experiencing.
- When was the moment the Buffalo child turns to stone?
- What do you learn about this stone?
- What did you learn about the land where the stone image sat?
Learning styles this activity connects with
- Intellectual (e.g., Rational, Logical) Learners
This activity connects with intellectual learners because students are processing the story of Buffalo Child and finding answers in what the story means.
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.
Retell the story of Buffalo Child in one's own voice or recreate in the form of art, music, or poetry.
Using an assessment for learning strategy, it is recommended that instructors make notes of student participation and work completed through Anecdotal Notes.
Related resources
- Buffalo People Arts Institute VideosLink
Info
Buffalo Hide Tanning and Teachings – Part 1 – Introducing Buffalo People Arts Institute Buffalo Hide Tanning and Teachings – Part 2 – Making a Buffalo Bone Scraping Tool Buffalo Hide Tanning and Teachings – Part 3 – Preparing the Buffalo Hide for Scraping Buffalo Hide Tanning and Teachings – Part 4 – Scraping a Buffalo Hide Buffalo Hide Tanning and Teachings – Part 5 – Dry Scraping the Epidermal Layer Buffalo Hide Tanning and Teachings – Part 6 – Braining a Buffalo Hide Buffalo Hide Tanning and Teachings – Part 7 – Smoking a Buffalo Hide
Where can I find additional information?
- Now That The Buffalo’s Gone by Buffy Sainte-MarieLink
Info
One of Sainte-Marie's songs that have encouraged people to learn, to speak up, and to solve problems.
- Ahtahkakoop: The Epic Account of a Plains Cree Head Chief, His People, and Their Struggle for Survival 1816-1896PDF · 7.0 MB
Info
Christensen, D. 2000. Ahtahkakoop: The Epic Account of a Plains Cree Head Chief, His People, and Their Struggle for Survival, 1816–1896. (pp. 34-46) Shell Lake, Saskatchewan: Ahtahkakoop Publishing. ISBN 0-9687369-0-4
Holism and All Our Relations
This lesson plan has been developed with an Indigenous lens that is holistic in nature, and addresses the following:
Relationship with the land
This lesson is about having a relationship to the Bison and the land on which Indigenous Peoples have lived together with in harmony. Bison took care of the prairie ecological system, Indigenous Peoples needed the Bison for their way of life, it was a balancing act that involved respect, care, and love for all on the land.
Language and Culture
N/A
Intergenerational learning with Elders / Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? No Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Respect for the bison, the community, and each other's needs is illuminated throughout the story.
Relationship with family, ancestors
This is the story of the child who is adopted and raised by the buffalo, but then faces internal conflict which in the end, he turns into a rock. Buffalo Child, a boy who thinks he is a bison, shares his connection, his feelings, and thoughts with his family - all of his relations.
Connections with everyday life
Learning the story of Buffalo Child can be a part of everyday living, in how we make choices for ourselves. Let's take into consideration the following questions: What is/feels best for oneself? What is one's position in relation to morals and personal ethics about life? How far will one go to protect and be responsible for all life? For example, in the story of the Buffalo Child, he chose to be a bison stone in order to memorialize of what the bison sacrifice for the human beings. So in return, the human beings show respect.
Healthy relationship with self and identity
Students will connect to their land and connect to the bison by watching the Buffalo Hide Tanning and Teachings - Part 1 - Introducing Buffalo People Arts Institute and listening to the story of Buffalo Child.
Personal reflection time (connecting with thoughts and feelings)
Have students reflect on the story of Buffalo Child and any other teachings from Elders or influential people. Students will consider how these teachings have influenced their own worldviews. This can be done in a sharing circle or on sticky notes and shared in class.