Tuesday, April 12. 2016

Okay, Okay....Tap out; I give up. I tried, really I did, but Dayquil only goes so far and I do not wish to infect you all. You will be in the capable hands of Ms. Petrie today.

Today's schedule is C-AG-D-A-B

C Block Law 12 - Today with Mr. Elliott...we will begin by discussing abduction. Read R.v. Dyck on p.228 and answer the discussion question. Take a few minutes to discuss with a neighbour and then share with the class. Next read the definition of robbery and explain why it is a violent crime rather than a property crime. In the second half of the class review the definitions or arson and theft. look at the case of R.v. Foidart and answer questions 1-4.

D Block Social Studies 10 - Today, you'll get a copy of the “Confederation Timeline” and a picture sheet of events. Cut & paste the events in proper order on your timeline and add a caption for each event explaining what the event is and how it is related to Confederation along with when it happened. Then there are pictures of people; place those people on the back of your timeline (yes, each person needs a caption of who they are, what colony/province they are from and whether they were for or against confederation). Use colour to make your timeline stand out.

A Block Introduction to Law 9/10 - Today I'll have you and a partner work on "The Jellybean Homicide" where you'll need to read through a case and in partners answer the questions connected to Murder (C.C.231), or Manslaughter (C.C.232). After you'll get a crossword to complete for Chapter 4 of the All About Law textbook.

B Block Social Studies 10 - Today with Mr. Elliott...we will look at the numbered treaties (the big purple area in the middle of the map). These treaties were designed by the Canadian Government to gain control over the prairies and the nomadic peoples living there. In return for land title and the rights of citizens (the treaties made First Nations wards of the state) they were promised large reserves of land to settle and farm on, the right to hunt and fish on unoccupied lands, healthcare, education and housing. these obligations still hold today although there are often issues with access to and delivery of services. The first Nations approach to the significance of treaties was different from the legalistic approach of the government as explained here my former grand chief Fontaine. This difference in worldview would lead to problems later as rules were enacted that prevented First Nations from leaving reserves without permission of the Indian agent and the right to education was re imagined into the residential schools project.

Today you need to work on the following questions about the Indian Act and the Numbered Treaties on the Canadian Prairies: Questions 1, 2, 3 and 4 a & b from page 180 of the Horizons text. After a bit, I'll give you a handout on the numbered treaties (see below) that you'll need to complete the questions on.

It is important to note that in 1885 John A. Macdonald said of the Metis "If they are half-breed, they are [considered by the government to be] white". This meant that the Metis were not covered under the Indian Act and were not entitled to "Indian Status" and therefore did not have the same rights until the Supreme Court of Canada recognized the rights of the Metis in 2003. Don't forget, for more on the Numbered treaties and the Indian Act see:

Canada in the Making
Canadian Department of Indian and Northern Affairs
CBC Digital Archives - Why Treaty Rights are worth Fighting For
The Canadian Encyclopedia: Numbered Treaties
Henderson's Annotated Indian Act