Grade levels: 8-10

Lesson Objective: The Learner Will Be Able To:
  1. Understand how in-depth knowledge of animal habits assisted traditional hunters in maximizing the return on their efforts.
  2. Describe more of the technology and materials used by Southern Tutchone people.
  3. Relate the sheep hunting experience to an experience which may occur in their own lives, in which in-depth knowledge can improve results.


  • Computers with internet access
  • Reference materials (as per previous lessons)
  • Pens, pencils, paper.

Lesson Process:

1. As per the structure of previous lessons, the first 20 minutes of this lesson will be spent with the Mount Logan website, First Nations section, Traditional Knowledge subsection. This time, students will read and take notes on section 3: How was traditional technology used in everyday life of the Southern Tutchone people? Emphasize that the sheep-hunting scenario is based on real information but does not describe an actual event, simply the reconstruction of a probable event.

2. Again, we wish to expand students’ knowledge through independent research. Students may use the internet or the reference materials to find out more about how traditional technology was used in the lives of First Nations. Some students may have an area which especially interests them such as hunting techniques, tool making, or traditional medicine. Encourage students to follow that interest and curiosity. Share the results at the end of the research period.

3. For the final part of the class, students will write a short (one page) anecdote
about a situation (real or imagined) in which developing in-depth knowledge about something helped them in a situation.

Your car breaks down in the middle of nowhere on a dark and rainy night. Yet, because you decided to take automechanics classes in high school, you are able to fix the problem and drive safely home to dry off and warm up.

You can’t fix the car, and the rain is pouring down. Yet, because you spend a lot of time on the land with your family, you know that the lower inside branches of conifers stay very dry. You get out a safety candle from the trunk to start the fire, build up the dry tinder around it, and then larger pieces, and are able to warm up – even in a rainstorm!
4. Students hand in their stories the next day. Read some aloud to share with the class, and then post them on a bulletin board.