School News

Moose Hide Tanning Week

Cultural Adviser Herman Sutherland (left) and NSD61 FNMI Coordinator Joyce Hunt demonstrate fleshing techniques

Cultural Adviser Herman Sutherland (left) and NSD61 FNMI Coordinator Joyce Hunt demonstrate fleshing techniques

Students at Conklin Community School experienced the true sense of experiential learning recently. They gathered knowledge about traditional moose hide tanning. With assistance from Cultural Adviser Herman Sutherland and Northland School Division's First Nations, Métis and Inuit (FNMI) Coordinator Joyce Hunt, students participated in the tanning process. All of the curriculum outcomes were met during this outdoor cultural learning experience. The following outcomes were developed by Alberta Education. 

Applications: 

  • A-1 to share information
  • A-1.1 share factual information
  • A-3 to get things done A-3.1 guide action of others
  • A-3.3 group action
  • A-3.3a small group tasks
  • A-4 to form, maintain and change interpersonal relationship
  • A-5 to enhance their knowledge of the world
  • A-5.1 discover and explore
  • A-5 1a ask questions and clarify understanding

Language competence: 

  • LC-2 interpret and produce oral texts
  • LC-2.1 listening
  • LC-2.2 b engage in simple interactions using simple sentences and/or phrases.
  • Language use and language learning

Community Membership: 

  • S-1.1a identify and use a variety of strategies to enhance Language learning and cultural learning.
  • S-3.1 cultural learning
  • S-3.1a identify and use a variety of strategies to enhance cultural learning.

Strategies: 

  • CM-1 Mother Earth
  • CM-1.1a participate in activities that show care respect for Mother Earth.
  • CM-1.3a explore basic, key practices and products related to Mother Earth.
  • CM-1.4 past and present perspective
  • CM-1.4a explore past and present Cree Values related to Mother Earth
  • CM-1.5a explore diverse Cree Values related to Mother Earth
  • CM-2.3a explore cultural practices and products of Cree people in Canada.
  • CM-3 themselves
  • CM-3.1 relationships
  • CM-3.3 practices and products
  • CM-3.3a explore Cree culture experiences, practices and products.

See photos to view process

Photo 1: 

Students construct a frame which is used to keep the moose hide in position for fleshing. 

Photo 2: 

Students lacing and stringing the hide to begin the fleshing process. 

Photo 3: 

Students take turns fleshing one side of the moose hide. 

Photo 4: 

Students work to remove hair from the other side of the moose hide. This process includes unlacing the hide, flipping the hide over and re-lacing it. Once that's complete, students begin fleshing again. 

Photo 5, 6, 7, 8: 

Washing, wringing and stretching the hide is the next step.

Photo 9: 

Hide being smoked. 

Photo 10: 

End result! Congrats everyone!  

 

 

 

 



Moose Hide Tanning Process

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