Learning

Hosting a hunting-based outdoor skillsevent in yourcommunity

Mary Kay Salwey, Ph.D.WisconsinDepartment of Natural Resources2004

to Hunt

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Credits

Project DirectorMary Kay Salwey, Ph.D.Wisconsin DNRBureau of Wildlife ManagementBox 7921Madison, WI 53707-7921

Editorial AssistanceNancy WilliamsCarrie L. Armus

ArtworkEric DeBoerMary Kay SalweyDynamic GraphicsCindie Brunner

PhotosRobert QueenMary Kay SalweyMike Roach

Design ConceptBlue Raven Graphics

Electronic LayoutMary Kay Salwey, Wisconsin DNR

Published by Wisconsin Department of Natural Resources.

Copyright 2004 by Wisconsin Department of Natural ResourcesMadison, Wisconsin.

All original illustrations copyrighted.

This book is educational in nature and not-for-profit. It is intended toinspire organizations to pass the tradition of hunting down to youngergenerations. However, all rights are reserved, including the right toreproduce this book or any part thereof in any form except briefquotations for reviews, without the written permission of the publisher.

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What ShouldI Do?Outdoor ethics foreveryone

Participants learnto examine their

beliefs and actionsregarding outdoor

behaviors. Theylearn to

distinguishbetween fact andinference and to

determine what ismost important

when makingethical

decisions.

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Objectives

Participants shall:

distinguish between fact andinference.

describe a process to makedecisions regarding outdoorethics and ethical dilemmas.

describe the differencebetween lawful behavior andethical behavior.

write a personal code ofhunting ethics.

distinguish between thecharacteristics of a good,responsible hunter and a “slob”hunter.

Equipment

Paper and pencil for each participant1 easel and marking pen per group of 5-6 participants1 copy per team of the dilemmas described below1 copy per individual of “A Hunter’s Personal Code of Ethics”

Station Setup

Find an area, indoors or out,where participants can gather intosmall groups for discussionpurposes. Set up easels andmarking pens for each team.Make copies of dilemma cards.Make copies of “Hunter’s Codeof Ethics” found on page 94.

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A Modern EthicalPhilosophyMost modern hunters no longerhunt for survival. But theirobligation to the animals theypursue must remain just asimportant as they did to theancient people. Modern ethicalhunters obey the fair chasedoctrine that denies takingadvantage of technology that canlessen the challenge of the huntand tilt the balance toward thehunter.

BackgroundInformation

Ancient people were the firstethical hunters. For them, huntingand eating wild animals was a wayof life. They treasured, honored,worshiped and sometimes evenmanaged wildlife because theirvery existence depended uponthese animals. Their hunting skillsbrought not only food, but skins,furs and feathers for clothing;hides for shelter; sinew forsewing; bones and horns fortools; and claws, teeth, and antlersfor decoration.

These early people used the entireanimal. They took only what theyneeded and only when they neededit. They recognized that theirexistence and that of theirdescendants depended upon acontinuing supply of wild animals.They often tried to think, act andrespond as the animals did…tobecome one with the animalpursued. Our ancestors wereethical hunters in the purest sense:proud of their skills, but bound touse these skills only for a properobjective….survival.

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The Modern Ethical Hunter

Learns and understands the ways ofwildlife.

Respects the wildlife that is hunted andappreciates the opportunity to continuethis ancient heritage.

Makes every effort to make the hunt asfair and equitable as possible by avoidingthe use of technology that would place thegame at an unfair disadvantage.

Never takes more than allowed and nevermore than is needed.

Uses all of the animal and shares with theearly human hunters an ancient reverencefor life.

Properly cares for the meat to ensure thatit provides high quality food.

Prepares well before the hunt, continuallyhones shooting skills, exercises regularly.

Develops and sustains positiverelationships with private landowners,asks for permission to hunt, follows theowner’s wishes and leaves the property inas good or better condition as it wasfound.

Acknowledges the landowner’s hospitalityby expressing thanks and, perhaps,presenting a gift from the game bag.

Chooses hunting companions wisely.

Never brags or complains about a hunt.

Never hogs the shots when hunting withothers

Shares responsibilities of the hunt whenhunting with others.

Handles firearms and other equipmentsafely.

Limits shots to within the effectiveshooting range of the hunting equipmentused.

Takes only shots that will result in thequick, humane death of the animal.

Makes every attempt to retrieve animalsthought to be hit.

Uses a well-trained dog, whenappropriate, to assist in retrieving game.

Counts downed birds as part of the bageven when, for reasons beyond control,the hunter can’t bring those birds to hand.

Respects the feelings of non-hunters anddoesn’t make displays of dead game.

Develops an awareness and concern forthe total environment.

Is willing to work for and fund wildlifeconservation programs.

Obeys the laws, both the written andunwritten.

Waits until the hunting day is over beforedrinking alcohol.

Acts, when alone, as though a crowd werewatching.

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Legal vs. EthicalEthical behavior is conduct that isjudged as right and good based on apersonal set of beliefs, values, codesor notions of right and wrong.Ethics are not written as laws.Ethics begin with the standard ofbehavior that an individual makesregarding whether a certainbehavior is right or wrong. If aperson truly believes that a specificbehavior is morally right, then it isethical for that person to act thatway. The problem with ethicaljudgment is that the beliefs, values,codes and notions of right andwrong can vary from one individualto another.

Often groups of hunters who sharecommon ethical beliefs will form ahunting party, club or association toact according to the group’s huntingcode of ethics. If the rules of theorganization are not followed,individuals may be asked to resignor be penalized in some manner.For instance, Quality DeerManagement members believe thatit is unethical to shoot young bucksor does. Members agree to onlyharvest large antlered bucks.

Sometimes, when a majority of thepeople believe that a given standardof behavior is right for all and theyexpect everyone to act according tothat belief, then that ethic maybecome law. Legislative proceduresmust be followed in order to createlaw. The law is put in writing.

Most hunters have a personal,unwritten code of ethics similar tothe hunting laws. Usually, hunters

agree that the hunting laws are fairand just and can easily obey thewritten laws. Occasionally, ahunter’s personal code of ethicalconduct differs from the law. Forinstance, the law may say it is illegalto kill a white-tailed doe exceptduring an open hunting season fordoes and only if the hunter has avalid permit to hunt does in thatarea. However, a hunter whocomes across a severely woundeddoe may decide to shoot the doewithout proper permit because heor she feels it is more important toend the animal’s suffering than it isto obey the law.

Some outdoor activities may beperfectly legal, but consideredunethical by most sportspersons.For example, shooting into a coveyof quail on the ground, at a ruffedgrouse on a tree branch or at aduck on the water are all legalbehaviors, but many hunters wouldconsider these examples to beunethical behavior. It’s not illegal totake a 100-yard shot at a goose,but it’s not right, or ethical either.It’s not illegal to shoot at a 500-yard ram or elk, but it’s not right,either. It’s not illegal to hog shotsfrom your companions, to use animproperly sighted-in rifle, not pickup the other hunter’s trash, butthese behaviors are not right orethical either. Some behaviors areboth illegal and unethical such asshooting a healthy, pregnant doe inthe spring without appropriatepermits.

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Tips on Landowner RelationsNowhere in the hunting world isresponsible behavior more importantthan when dealing with privatelandowners. Here are some tips forimproving your relationship with landowners.

1. Always ask permission to hunt BEFORE you attempt to useprivate land for hunting. Don’t wait until the day before youwant to hunt.

2. Ask the landowner where you should park and whether thereare any times he or she would prefer you not hunt at all.

3. Leave a paper on your dashboard that gives your name andaddress, phone number and any other information thelandowner might require.

4. Never cut any living plant or tree, or alter any fence wirewithout specific permission of the landowner.

5. If hunting from a tree stand, use only portable stands that dono permanent harm to trees. Do not build permanent standsbecause these become eyesores and can be very unsafe. Suchstands can often destroy the lumber value of the tree.

6. Never use metal wire or nails in any trees as they can ruin thevalue of the trees for lumber. They pose an extreme danger tothose who will cut the tree and unknowingly strike the metalobjects at a later time.

7. Pack out EVERYTHING you take in. Don’t bury garbagebecause wild or domestic animals may later dig it up and createeyesores or health hazards.

8. Do not build fires (campfires or fires to burn garbage) at anytime unless you have specific permission from the landowner todo so. Even then, refrain from building any fires when dryconditions exist.

9. If you must smoke, be certain to do it on a trail, road, orcleared area and then make sure you crush the butt dead outwhen you are through.

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Source: International Bowhunter Education Manual

10. Leave all gates the way you found them, open or closed, unless it isobvious that there is a problem which you correct.

11. Be very careful and conservative in using all vehicles when goingthrough, upon and across the owner’s land. Never drive acrossmeadows, fields, croplands, standing crops, or through timberwithout permission. Never block roadways, trails, crossings orgates.

12. In certain areas, particularly when hunting deer close to towns andcities, be certain to remove not only the animal carcass if successful,but also carry trash bags and remove all organs as well. Nothingcould close a fragile hunting area quicker than sick domestic petswho have eaten organs, or children who have come across organpiles in their “play woods.”

13. Do not conduct deer drives with large numbers of people. This canbe unproductive due to too much noise and odor, plus it can ruinthe quiet, natural hunting conditions for other hunters in the area.Keep groups limited to no more than three or four carefullyselected hunters, and conduct silent drives.

14. When possible, offer to share the harvest with the landowner andhis family. They may decline, but it is the offer that counts.

15. Stop and visit the landowner a number of other times throughoutthe year—not just when you want to hunt. Send a letter of thanks,a holiday card or a small present to show your appreciation.

16. Respect all trespassing, posted and no hunting signs. If an ownerrefuses you permission to hunt, thank him politely and gosomewhere else. Do not try to sneak onto the land from a hiddendirection. Remember, it is the owner’s land, not yours.

17. If a landowner gives you permission to hunt the land, don’t assumethat the permission is automatically extended to your friends andfamily members. Ask specifically for permission to have othershunt with you.

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1. I will consider myself an invited guest of the landowner onwhose land I hunt, and I will conduct myself so that I will bewelcome in the future.

2. I will recognize the rights and privileges of others sharingthe same lands and waters that I hunt upon.

3. I will learn to identify the animals I hunt, their habits andhabitats.

4. I will recognize and appreciate the fragile nature of theoutdoor environment, and treat it and the animals I huntwith profound respect, engaging only in fair chase andfocusing more on obtaining a fulfilling outdoor experiencerather than on filling the bag limit.

5. I will avoid all hunting practices that degrade the safety andquality of the sport, for I recognize that—in the eyes of thepublic—my actions represent those of all other hunters.

6. I will avoid irresponsible use of alcohol and other drugsduring my hunting experiences and exercise care whendealing with fire and smoking materials.

7. I will support hunting laws and regulations, including baglimits, so that future generations can have the sameoutdoor experiences I now enjoy.

8. I will review the hunting regulations annually andunderstand any changes that have been made.

9. I will support conservation organizations working forprotection of all natural resources including wildlife,wetlands, forests, soils, clean air and clean water; and I willpass along to younger hunters the attitudes, values andskills essential to becoming an ethical outdoorsperson.

10. I will return a gift to wildlife.

Hunter’s Code of Ethics

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1. Facts: Informationthat you KNOW to betrue.

2. Guesses orinferences: Informationthat you THINK may betrue.

3. Your personal ethicsand values: What isMOST IMPORTANT toyou?

It’s aDilemma!Discussing our opinions and thereasons for our opinions is a goodway to test our ideas. This isespecially true if we are both goodtalkers and good listeners.Sometimes we change ouropinions when we hear reasons wehad not thought of before.Sometimes learning about newreasons makes us feel even betterabout our own opinions.

When confronted with a dilemmathat requires a decision, it ishelpful to remember the differencebetween three things:

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Before discussing this dilemma asa group, ask everyone if Bill shouldtake the young raccoon home.Have them think of their ownreasons why Bill should or shouldnot do that, and write theiropinions on paper.

Next, break into smaller groups offive or six, so everyone can discussa position on this problem. Somewill say that Bill should take theraccoon, and some will disagree.Each group’s task is to list, on theeasel, the reasons for bothpositions and then to select thetwo best reasons for each.Everyone needs to honor andrespect the rights of others toshare their opinions.

Discuss the difference betweenfacts and inferences (guesses),what is right and wrong, what wevalue and what is most important.

To help the group understandthese concepts, discuss thefollowing example:

Suppose a farmer saw a foxrunning toward the woods with adead chicken in its mouth. Thefarmer decides to shoot the foxbecause it killed his chicken.Is the farmer’s decision based onfact? No. The fact is only thatthe fox was carrying a deadchicken. Whether the fox killedthe chicken or found it alreadydead cannot be determinedwithout more evidence. The

ActivityA

OutdoorDilemmasThis activity includes a series of 8outdoor-related dilemmas. Thefirst two dilemmas include moredetailed guidance to helpparticipants come to a conclusionabout what they would do in eachsituation.

Read the following scenario to thegroup, or make a copy of it andask them to read it to themselves.Hand out paper and pencils to thegroup.

Dilemma 1Jerry and Bill were hiking down acountry road when they discovereda recently killed raccoon on theroad. While they were looking atthe dead animal, they heardsomething moving in the bushesbeside the road. They discoveredand captured a young raccoon thatwas alone in the bushes. Billdecided to take the young animal

home and care for it,since he wasconvinced it had

been orphaned andwould die if leftalone. Jerry wasconcernedbecause theirbiology teacher

had told them it was against thelaw to take wild animals home andkeep them captive.

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farmer can infer or guess that thefox killed the chicken, but hedoesn’t know for certain.

Sometimes we don’t have enoughfacts, and we have to useinferences to help us makedecisions. At other times, thingswe thought were facts turn out tobe inferences. Suppose the foxwas really carrying a pheasant andthe farmer only thought he saw achicken. Sometimes this makes ithard to make decisions. Still, weall have to make decisions, and it isimportant that we do our best tosort out the facts and guesses.

Once we sort out the facts in aproblem we still have to decidewhat is really important to us andwhat is best for the situation.That means thinking about whatwe value, and about right andwrong. This doesn’t makedeciding any easier, but it helpsmake our decisions better.

Now ask your teams to discuss:

What are the facts inDilemma #1?

What can you infer orguess?What is most important?

What is best?

After this discussion, again askthem to decide what Bill should dowith the raccoon. Have themcarefully consider what all

members have to say, list thereasons on the easel, then selectthe two best reasons.

Now, have the group jot downanswers to the followingquestions:

What facts from the storyabout Bill, Jerry, and theraccoon may be importantin making a decision?

What inferences can wemake (e.g., what might betrue) that may beimportant in making thedecision?

Before making a decision aboutwhat Bill should do with theraccoon, participants have to firstdecide which values are mostimportant. Here are some valuesto consider when making thisdecision:

It is important to obey thelaw.

The safety and well beingof the young raccoon areimportant.

It is important to respectnature’s cycle of life anddeath.

Bill’s safety is important.

Bill’s happiness isimportant.

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One of the problems in makingthese kinds of decisions is that wesometimes fail to considereverything that is important beforedeciding. For example, someonemight decide that Bill should takethe raccoon home because of aconcern for the raccoon’s wellbeing but forget to consider thatthe wild raccoon might hurtsomeone in Bill’s family. We needto consider all of the things thatwe feel are important to us beforemaking a decision as to whichthings are most important.

Remind participants that therelative importance of things canchange. Having a pet raccoon mayhave been the most importantthing to Bill when he found it. Ifhe later learned he couldn’t take avacation because he had to care forthe raccoon, it might not seem soimportant anymore.

Even once we have decided whatthings are most important, we stillhave to decide what is best. Thatisn’t easy, either. For example, ifparticipants choose the safety andwell-being of the raccoon as mostimportant, they still have to sortout the facts and guesses to decidewhether the raccoon would bebetter off left alone, or takenhome. They would have to answerquestions like “Is the youngraccoon big enough to take care ofitself?” Or, “Was that really theraccoon’s mother on the road?”

Again ask the teams to considerwhat Bill should do with theraccoon: take it home or not takeit home? Select the best tworeasons for each response andwrite them on the easel.

Next, address the individual groupmembers. Have them take a fewmoments to think again abouttheir own opinions and reasons,and to answer these questions:

What should Bill do withthe raccoon? Take ithome, or leave it where hefound it?

Is this the same opinionyou had before?

What new reasons do youhave for your opinion?

Did you decide some ofyour reasons were not sogood after the discussion?What were they?

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Dilemma 2The following dilemma may beeven a tougher decision than Bill’sdilemma with the raccoon.

Ken and Bob are devoted steelheadfishermen. Steelhead are bigrainbow trout found in largenumbers in some Wisconsinstreams at certain times of theyear, when they migrate upstreamfrom Lake Michigan. Ken and Boblike to fish on the property of Mr.Morris. Mr. Morris tells them thathe has had poachers on his landspearing fish. He is angry andconcerned about what thepoachers might do to his property.He has informed the local DNRconservation warden, but it is verydifficult to catch the poachers. Mr.Morris says if the poaching isn’tstopped, he will close his propertyto everyone.

Ken and Bob know the mostfrequent poacher is a friend ofBob’s named Jake. Jake doesn’tlike to fish for steelhead in thelegal way with hook and line.Instead he spears them at night,and sells the fish for money. Bobhas tried to change Jake by talkingto him, but Jake doesn’t agreewith Bob. Bob considers Jake hisfriend, but he is concerned aboutthe poaching.

As a large group, have individualswrite down what they think Bobshould do. Then break intosmaller groups for discussion.

Have them discuss:

What are the relevantfacts? (What things aretrue that are important inmaking a decision?)

What are the inferences?(What might be true thatmay be important inmaking a decision?)

What is important? (Whatvalues are important inmaking a decision?)

What is best?

Now ask the teams to discusssome reasons Bob should turnJake in for poaching. Select thebest two and write them on theeasel. Then have them discusssome of the reasons Bob shouldNOT turn Jake in for poaching.Select the best two and write themon the easel.

Now ask individual participants toconsider whether they think Bobshould or should NOT turn Jake infor poaching. Write down theiranswer. Now, compare thisanswer with the response theyjotted down at the beginning ofthis dilemma.

Is this the same opinionthey held before the groupdiscussion?

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What new reasons do theyhave, if their decisionchanged?

Did they decide some oftheir reasons were not sogood after the discussion?What were they?

What is the most importantvalue they used to decidewhat Bob should do?

The next several pages containmore dilemmas. Choose them astime allows, and have groupsdiscuss the possible answers.Again, encourage them to thinkabout facts, inferences, what isright and wrong (values), what isimportant and what is best.

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Dilemma 3During the goose hunting season, you have been out several times, butthe marsh where you hunted was very crowded and you weren’t able tobag any geese. Your neighbor, a non-hunter, owns all the land around asmall lake. No one hunts on this lake, and you know the lake is used bya large number of geese because you see them fly in and out every day.In fact, you might be able to shoot some if you were to stand on yourneighbor’s fence line about one hundred yards from his house. You’d liketo ask your neighbor for permission to cross his land to get to the lake,but you are afraid he’ll say no. You also know that when your neighboris at work, you could go down to the lake and shoot some geese withoutbeing noticed.

What do you do?

Ask for permission and abide by his decision.

Go to the lake when your neighbor is at work. After all, hedoesn’t own the lake or the geese, so you won’t be violating anygame laws. Besides, he’d never know you were there.

Stand on his fence line and shoot at geese as they fly to and fromthe lake. If so, what would you do if you knock down a gooseand it falls on his side of the fence?

Ask him if you can go down there birdwatching some morningwhen he’s away at work, then take your gun to hunt geese.

Hunt on the fence line but make sure that any geese you shootwill fall on your side of the fence.Something else?

At this point, review the Tips onLandowner Relations. Stress toparticipants that they must learn howto act responsibly when hunting onprivate lands. These tips should helpyour participants build a foundationof proper behavior and help themdevelop a positive attitude toward theowners of the land and the land itself.

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Dilemma 4It’s the sixth day of the duck season. Your neighbor and family friendhas given you permission to hunt on her private pond. She is also a duckhunter, but has gotten her limit of ducks for the past five days and isfinished hunting for the season. She tells you to use her blind on theedge of the pond. When you get to the blind, you notice corncobs alongthe edge of the pond and floating in the water. You know that baitingducks with corn is illegal, but there is no corn left on the cobs that youcan see.

What do you do?

Go ahead and hunt from the blind as you had intended.

Go to the other side of the pond so that you will be hunting awayfrom the corncobs.

Forget about hunting on this pond.

Go back to your neighbor and ask her if she used corn to baitducks and ask her if she was aware that baiting ducks is illegal inWisconsin.

Go back home across the field and call the local warden. Tell himthat your neighbor’s pond is baited.

Something else?

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Dilemma 5You and a friend are hunting ducks. Your friend is an experienced hunterbut you are only a beginner. While you sit in your blind, your friendexplains how he expects you to hunt. He says that both of you shouldwait until the ducks land in your decoys. Then you should each try toline up two ducks so that you can get both of them with one shot whilethey sit on the water. He will give the signal to shoot. After your firstshot, you should shoot at other ducks as they flush.

What do you do?

Do what your friend tells you to do. After all, he is anexperienced hunter, and what difference does it make how youkill a duck? Besides, you’ll be saving on shotgun shells.

Tell your friend that it is not sporting, challenging, or in the nameof fair chase to shoot ducks on the water and refuse to go alongwith his plan.

Shoot the ducks as they are coming into the decoys, but beforethey settle on the water, even though your friend will be upsetand won’t invite you hunting again.

Let your friend shoot ducks on the water, but wait until the ducksflush before you shoot at any.

As an inexperienced hunter, you would feel more confident if youshot a duck on the water rather than on the wing, however, youwant to focus on only one duck at a time, not two, as your friendsuggests.

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Dilemma 6It’s Saturday morning and you’re looking forward to your first goosehunt of the year. You’ve scouted a couple of good marshes and youknow there’ll be plenty of geese flying today. You pull your car into acrowded parking lot of the public hunting ground you planned onhunting. The lot overlooks the marsh and makes for excellent viewingof the geese from a distance. In the parking lot a group of hunters areunloading their gear. You see a couple of families with young childrenwho are enjoying watching the geese and ducks flying into the nearbymarsh. As you get out of your car, a flock of geese flies over the parkinglot. Even though the geese are about one hundred yards up, the huntersin the parking lot shoot at them. The shooting startles a little boywatching the geese. He begins to cry and runs to his mother.

What do you do?

Shake your head sadly, get out your gun and walk into the marshto find your hunting spot.

Get back in your car and drive an hour to another hunting spotyou know about.

Walk over to the hunters who were “skybusting” and point outthat the birds were too high to hit, and that their taking shots inthe parking lot has frightened a small child. Tell them this mayleave a bad image of hunters in the mind of thatlittle boy, who probably won’t join theranks of hunters when he grows up.

Walk over to the family andapologize for the other hunters’behavior on behalf of themembers of your hunting“fraternity.” Explain that skilled,experienced and dedicatedhunters would never have takensuch a shot, and say that youhope they will not let theimage of a few hunters tarnishthe image of all hunters.

Something else?

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Dilemma 7You have never hunted ducks before. Three of your friends invite you tohunt with them and you agree. The ducks are really flying that day.Your friends shoot at every duck that flies by, even though most of theducks appear to you to be well out of range. For every duck they kill,they hit and cripple one or two others that land in the thick cattails.Your friends make no attempt to retrieve the crippled ducks. One ofyour friends notices that you haven’t been shooting. She tells you thatyou are out here to kill ducks, and if you don’t start shooting, you won’thave a good hunt.

What do you do?

Start shooting at the ducks, even though you know that they areout of range and you will probably not be able to recover theducks you cripple.

Tell your friends that they should be waiting for the ducks tocome closer.

Suggest that some of you go out to find the crippled ducks.

Say nothing, but continue not to shoot and never go hunting withthese friends again.

Something else?

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Dilemma 8You’ve been out deer hunting with your best friend Mark. You had agood day and each of you shot one buck each. The next day, you listento Mark as he boasts to some friends about the great deer hunt you twohad. He tells your friends how you and he “blasted” several does eventhough you didn’t have a Hunter’s Choice Permit. This is a complete lie.Some of your friends are envious of you and Mark because you were ableto kill so many deer. Other friends, especially your non-hunting friends,are obviously disgusted by Mark’s story. After Mark takes off, some ofyour friends congratulate you on your great hunt. But some of yourother friends let you know that they don’t think it was right for you toshoot more deer than is legal.

What do you do?

Go along with Mark’s story because it makes you popular in theeyes of some of your friends. So what if some of them arefurious with your alleged behavior? You’ve never really been surethey were close to you anyway.

After Mark’s gone, tell yourfriends the truth. Even thoughMark will be mad at you whenhe finds out, and even thoughyou know you won’t be aspopular with some of yourfriends, it’s important to tellthe truth.Go along with Mark’s story thistime, but tell him not to boastanymore.

Before Mark goes, tease himabout telling such a whopper ofa story. Tell the group thatMark and you really onlybagged one deer each. Lateron, talk with Mark privatelyabout the problems he createsfor you when he tells suchstories.

Something else?

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ActivityB

The Mind of the HunterThis activity tries to determine what makes a hunter violate a game law. Fromthe following 15 factors, select the top 4 factors which you think give huntersthe greatest reason or temptation to violate. Write a G next to those fouritems. Then select 4 factors that you think give hunters the least reason ortemptation to violate. Put an L next to those four. Do this individually first.Then select a group chair whose job it is to reach group consensus.

1._____ Hunter is hunting a long distance from home. 2._____ Hunter is from out of state. 3._____ Game animals are abundant. 4._____ Game animals are scarce. 5._____ It’s opening day. 6._____ Hunter doesn’t believe the law is necessary. 7._____ Hunter is alone. 8._____ Hunter is with his or her kids. 9._____ Hunter has just consumed alcohol.10._____ Hunter owns the land he or she is hunting on.11._____ Hunter is hunting on public land.12._____ Hunter doesn’t know the landowner.13._____ Hunter knows the landowner.14._____ Hunter believes he has a low probability of getting caught.15._____ Hunter experiences heavy hunting competition

in the vicinity.

After your group has reached consensus on the top four reasons for hunters tobe tempted to violate, discuss the following questions as a group:

Do you think you will be more likely to violate 10 years from now?Why or why not?

Violations drop dramatically for hunters over 40 years old. Why doyou think this is true?

Why might you be more likely to violate a game law while hunting in agroup?

Do violators affect the success and enjoyment of other sportsmen orsportswomen? How?

Have violators ever affected the enjoyment and success of your hunt oran acquaintance’s hunt?

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Legal versusEthicalAsk your participants to list someexamples of unlawful huntingactivities. Now have them listsome unethical hunting activities.

Have participants read thefollowing:

Mary, Kay, Kenny and Jim all grewup together in rural Wisconsin.Each of them learned to hunt fromtheir dads, who were avid hunters.Though they went to the samehigh school they were never closefriends. All went their separateways when they graduated. Asadults they continue to enjoyhunting, but the way they huntand the reasons why they hunt areall very different.

Mary, now a single parent, has fivechildren and has had troublefinding a decent-paying, steadyjob. She admits that shesometimes takes some grouse,wild turkeys and occasionally adeer out of season or keeps morefish than the limit. But she needsthe food for her family. Times arerough for her, she says, and shehas to feed her children anywayshe can. She’d rather fend forherself and her family thanaccepting public assistance.

Kay is a feminist at heart and wasalways very competitive with theboys in school. She always pridesherself in doing better than anyoneelse does. She loves to hunt, butshe always wants the biggest andthe most. She also likes to bragwith her male counterparts atwork that she always takes herlimit. What she doesn’t need sheleaves in the field, throws away,gives to friends or sometimes sells.

Kenny lives in an expensive homeand drives an expensive car. He isan avid waterfowl hunter. He paysa large sum in dues to belong toan exclusive duck-hunting club. Healso buys the Conservation Patronlicense because it is a statussymbol. He feels he contributes agreat deal of money towardwildlife conservation and so whenhe’s duck hunting he often shootsmore ducks than the legal limit.He feels he’s earned that right,more than the average hunter. Hefeels this is owed to him. But, ofcourse, his underlying philosophyis not to get caught.

Jim owns a farm in the heart ofdeer country. He has some majorlosses of crops due to the over-abundant deer eating his corn. Hehas worked with the AnimalDamage Program and receivedsuggestions of what to do, but hestill feels that deer areoverabundant and nothing but“hoofed rats” that need to bedestroyed. At night he spotlightsdeer and shoots them, whenever

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he can. He throws them into aditch behind his barn. He saysevery deer he kills is one less deereating up his profits.

Now divide your group into teamsof five or six. Tell them that whilethe actions of all four of theseindividuals is illegal, the groupsshould discuss whether thebehavior is ethical or unethical.Have each group rank the fourpeople’s behavior. Allow about 10minutes for the participants tocomplete this part of the activity.

After their discussion, write thenames of the four people in thestory on an easel. Ask each teamto describe how the charactersranked and list the rankings aftereach name. Did the teams agreeon whether or not the charactersacted ethically or unethically? Didtheir rankings agree or disagree?Did any character rank consistentlythe same? Have the teams defendtheir choices. Point out that rarelyis there a black or white line whenit comes to making ethicaljudgments. These types ofjudgments are based on values andwe all have different valuesystems. Therefore, there may beno right or wrong answer to theactivity.

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The Slob HunterWrite the following words on a chalkboard or flip chart and ask studentswhich words best describe a responsible hunter:

Safe Understanding Competitor Has IntegrityEnvironmentalist Quickshot Woodsman Knows Game LawsResponsible Experienced Prepared MarksmanLaw Abiding Respected Neat Well-known

Hand out copies of “A Hunter’s Personal Code of Ethics” and discuss eachpoint with your group.

Ask your participants to define “Responsible Hunter.”

Discuss the importance of hunting ethics. Tell your participants thattheir future opportunity to enjoy hunting in North American hinges uponthe hunter’s public image. Some hunters are viewed by the public as“slobs.” They are the ones who shoot up the countryside, vandalizeproperty and disregard the rights of landowners. Stress the importanceof following the honorable traditions of hunting and following a personalcode of hunting ethics that meets public expectations.

Ask your group to list characteristics of good, responsible hunters andthose that the public considers “slob” hunters.Characteristics may include:

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Good Hunters Slob Hunters

Responsible IrresponsibleNeat MessyConsiderate InconsiderateExperienced InexperiencedFair UnfairFriendly MoodyGood shot Poor shotRespectful DisrespectfulNature lover Degrader of NaturePolite ImpoliteKind MeanLaw-abiding Law-breakingConscientious ThoughtlessCourteous RudeSharing SelfishHonest DishonestThankful ThanklessConcerned Could care lessHelpful Looks out for himself /herselfSafe Hazardous to others and to selfReliable UnreliableBelongs to Conservation Belongs to no Conservation Groups Groups

End this session with therequest for everyone to tryhis or her best to be a good,responsible hunter.

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S.P.O.R.T. Ethics Class: Sportsmen Protecting Our Resources,Wayne L. Martin, Missouri Department of Conservation, 1980.(curriculum guide)

To R.A.P. or Not to R.A.P, Michigan Department of Natural Resourcesand Michigan State University. (booklet)

Wisconsin Waterfowl Hunting Skills Clinic Instructor’s Manual,Wisconsin Department of Natural Resources, Mary Kay Salwey (neJudd), Project Manager, 1994. (training manual)

The Ethical Hunter, National Shooting Sports Foundation. (brochure)Placing Hunting in Perspective: Fiction versus Fact, Wildlife

Management Institute, Suite 725, 1101 14th Street, N.W.,Washington, D.C. 20005. (booklet)

International Bowhunter Education Manual, National BowhunterEducation Foundation, Route 6, Box 199 Murray, KY 42071.(training manual).

Hunting and Outdoor Skills Student Manual, National RifleAssociation, 1993. (student manual)

References