Track Rabbits and Trap Martens Online!

So, how are you at reading animal tracks and hard-nose bargaining?


The neat thing about the Trapping Game is that it involves a lot more than simply catching animals.

First of all, you need to understand animal behaviour, learn how to read animal tracks, and figure out which traps are suitable for which type of animal.

Here I’m triumphantly collecting a rabbit!

Then once you’ve got your furs, you need to negotiate the price of your pelts with the factor at the Hudson’s Bay Company trading post.

That means that not only do you need to have some pretty sharp negotiating skills, but you also need to know what’s a fair price for the different type of furs.

Here I am in deep negotiations:

Oh yes, you also have to do all this while avoiding being mauled by hungry wolverines, falling into freezing water, or starving in the frozen wilderness!

As you can see, I failed to avoid the freezing water!

We wanted the Trapping Game to be entertaining, but we also wanted it to express the cultural significance of ndoho (the Cree word for hunting, fishing, and trapping in the bush); we wanted to explore the First People’s reciprocal relationship with the land and animals.

If you’re a teacher, the Trapping Game provides a great opportunity to talk about the historical relationship between the First Peoples and the Hudson's Bay Company.You can find detailed lesson plans in our Teachers’ Guides.

Good luck trapping! We'd love to hear about your adventures!

(And hopefully you’ll have better success at avoiding the wolverine than I did!)

Collette Jackson, Content and Marketing Specialist at BlackCherry Digital Media, is writing on behalf of On the Path of the Elders, a free online educational resource that explores Cree and Ojibway history and culture, and the signing of Treaty No. 9. 

Check out On the Path of the Elders at pathoftheelders.com.

For more information, email us at info@pathoftheelders.com.

Created in partnership with BlackCherry Digital Media, Archives Deschâtelets, the Doug Ellis Collection at Carleton University, Our Incredible World (Pinegrove Productions), the Mushkegowuk Council, Neh Naak Ko, the Archives of St. Paul University, Carleton University, and Wendy Campbell, Educational Consultant (Learning Methods Group).

This project was made possible with the support of the Department of Canadian Heritage through the Canadian Culture Online Strategy. Created with additional financial assistance from Indian and Northern Affairs Canada and the Inukshuk Fund.

Are Schools a Production Line?

“... we have sold ourselves into a fast food model of education. And it’s impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.” – Sir Ken Robinson.

When I was in grade 5, my teacher constantly told my class that we needed to start preparing for university now.

For him, the entire K-12 system was merely prep for that final goal. Not once did he talk about why university was so important, or what life after university might look like. Not once did he consider any alternatives, such as the trades or the arts.

Of course, my grade 5 teacher was not alone in his views. Our education system is built around the idea that you pass from grade to grade until you ultimately go on to post-secondary education.

But what effect does this myopic focus have on students?

Linearity and Conformity

These are the two diseases plaguing our education system according to Sir Ken Robinson in his latest TED talk, "Bring on the Learning Revolution!"

Like David Williamson Shaffer’s egg-crate school, Robinson argues that our schools are modeled on an outdated system that is focussed on creating cookie-cutter workers.

Schools that are designed to simply move a student from grade to grade to college to job are not part of an education system. They are part of a production line. 

So, what’s the answer? 

Robinson advocated moving from an “industrial model of education” to one based “on principles of agriculture”:

“We have to recognize that human flourishing is not a mechanical process, it’s an organic process. And you cannot predict the outcome of human development; all you can do, like a farmer, is create the conditions under which they will begin to flourish.”




What do you think? Is our education system in need of a revolution?

And if you haven’t already, check out Robinson’s previous TED talk on creativity and education!

Collette Jackson, Content and Marketing Specialist at BlackCherry Digital Media, is writing on behalf of On the Path of the Elders, a free online educational resource that explores Cree and Ojibway history and culture, and the signing of Treaty No. 9.

Check out On the Path of the Elders at pathoftheelders.com.

For more information, email us at info@pathoftheelders.com.

Created in partnership with BlackCherry Digital Media, Archives Deschâtelets, the Doug Ellis Collection at Carleton University, Our Incredible World (Pinegrove Productions), the Mushkegowuk Council, Neh Naak Ko, the Archives of St. Paul University, Carleton University, and Wendy Campbell, Educational Consultant (Learning Methods Group).

This project was made possible with the support of the Department of Canadian Heritage through the Canadian Culture Online Strategy. Created with additional financial assistance from Indian and Northern Affairs Canada and the Inukshuk Fund.

Free Aboriginal Resources for Teachers

After you watch the Elders’ Stories video collection at PathoftheElders.com, check out “The Battle for Aboriginal Treaty Rights” in the CBC’s Digital Archives Website. 

Through 17 short video and radio clips, the archives let you watch media coverage of Aboriginal issues spanning from 1971-1999. 

Stories includes the 1985 Haida blockade, the funeral of Anthony Dudley George in 1995, the standoff at Gustafsen lake in 1995, and the Donald Marshall victory in 1999. 

These digital archives are fascinating not only for their content, but also for seeing how media coverage of Aboriginal issues changed over the 30-year span: compare the interviewer’s language and attitude in the first clip in 1971 with the final clip in 1999! 

1971: "Why Treaty Rights are Worth Fighting For"

Why Treaty Rights are Worth Fighting for.

The CBC Digital Archives Website.

Canadian Broadcasting Corporation

Last updated: March 10, 2004

1999: Donald Marshall wins Supreme Court Victory

Donald Marshall Wins Supreme Court Victory

The CBC Digital Archives Website.

Canadian Broadcasting Corporation.

Last updated: March 16, 2004.

If you’re a teacher looking to introduce Aboriginal issues into the classroom, these video and audio clips provide a great starting place for discussing land claims and treaty rights with your students. 

You could also compare the experience of watching the media coverage to watching the Elders’ videos on Path of the Elders. 

While CBC’s digital archives give an overview of some of the major challenges facing Canada’s Aboriginal peoples, the Elders’ videos allow a more intimate glimpse of the day-to-day experiences growing up in an Aboriginal community. 

For more free resources like the CBC’s digital archives, check out the Teachers’ Guides at PathoftheElders.com!

Collette Jackson, Content and Marketing Specialist at BlackCherry Digital Media, is writing on behalf of On the Path of the Elders, a free online educational resource that explores Cree and Ojibway history and culture, and the signing of Treaty No. 9.

Check out On the Path of the Elders at pathoftheelders.com.

For more information, email us at info@pathoftheelders.com.

Created in partnership with BlackCherry Digital Media, Archives Deschâtelets, the Doug Ellis Collection at Carleton University, Our Incredible World (Pinegrove Productions), the Mushkegowuk Council, Neh Naak Ko, the Archives of St. Paul University, Carleton University, and Wendy Campbell, Educational Consultant (Learning Methods Group).

This project was made possible with the support of the Department of Canadian Heritage through the Canadian Culture Online Strategy. Created with additional financial assistance from Indian and Northern Affairs Canada and the Inukshuk Fund.