Instructions:
- Students read the following news article: https://www.uleth.ca/unews/article/little-bear-plays-role-bringing-bison-back-banff#.YMF60y0ZNQI
- Teacher leads class discussion focused on the manner in which Indigenous leaders, through regenerating land-based practices, came together to preserve and promote biodiversity.
- Links to guide discussion on Indigenous led initiatives promoting biodiversity:
3. Students choose an Indigenous leader to learn more about. A preliminary list of names students can choose from includes:
- Autumn Peltier (Wiikwemkoong First Nation),
- James Whetung (Curve Lake First Nation),
- Josephine Mandamin (Wikwemikong First Nation),
- Winona La Duke (Ojibwe Nation),
- Tara Houska (Couchiching First Nation),
- Dallas Goldtooth (Dakota and Dine Peoples),
- Leanne Simpson (Michi Saagiig Nishnaabeg),
- Leroy Little Bear (Blackfoot),
- Helena Gualinga (Equador),
- Isaac Murdoch (Serpent River First Nation),
- Kanahus Manuel (Seewepemc and Ktunaxa),
- Skyler Williams (Mohawk Wolf Clan from Six Nations of the Grand River),
- Tasha Beeds (nêhiyaw ancestry),
- Ellen Gabriel (Kanehsatà:ke),
- Vanessa Gray (Aamjiwnaang First Nation),
- Judy Da Silva (Asubpeeschoseewagong, Grassy Narrows) etc.
4. Students are asked to pick one of these leaders and write a “snapshot of resistance”.
- Snapshots should detail:
- What is the individual doing to promote biodiversity?
- What community members are involved?
- How do the land-based practices the individual is actively striving to restore preserve biodiversity?
5. Students can choose the way they want to share their snapshot with the class. As an example, snapshots can be posted to class website or printed out and displayed around the classroom.
6. When possible, students should incorporate Indigenous language(s) into their snapshot.
