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Grade 5 – Table of contents

  • Teaching Notes and Approaches
  • Note to Readers
  • Lesson A – Cycles of Life
    Ta’n tel-pmiaq mimajuaqn
    Atawsuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Conducting an Archaeological Dig
    • Activity 2 – Worldview in Muin/Bear/Muwin and The Seven Hunters
    • Activity 3 – Camp Wolastoq: Using Art to Enhance Cultural Understanding
    • References
  • Lesson B – The Colonial Experience Has Never Ended for Us
    Aqalasie’wey Mna’q Naqa’sinukw Ujit Ninen
    Okamonuhkewey Ulamsotuwakon mec Sepawsuwiw
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Holding a Debate About Land Tenure
    • Activity 2 – Membertou: Conversion or Culture?
    • Activity 3 – Religion, Mohawks and a Moose
    • References
  • Lesson C – Renewing Our Culture: Transmitting Our Languages and Songs
    Il-mimajua’tmk Tan’n Teli-L’nuimk
    Minuwi Kcitomitahatomonen Skicinuwawsuwakonon: Namkomihptasuwol Latuwewakonol naka Skicinuwintuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Recreating Regalia
    • Activity 2 – The Importance of Preserving Wolastoqey Latuwewakon and Mi’kmaw
    • Activity 3 – Using Consensus to Make Decisions About the Environment
    • References
  • Lesson D – The Making of Reserves
    Tan’n Tel-kisitasikl L’nue’kat’l
    Amsqahs Cepikapuwahsikpon Skicinuwihkuk
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Signing a Treaty – “Treaty Made With The Mi’kmaw On Mirimichy, 1794”
    • Activity 2 – Two Stories About The Sharing of Food
    • Activity 3 – History of Kingsclear
    • References
  • Lesson E – First Nation Communities Today
    L’nue’kati’l Kiskuk
    Waponuwi Skicinuwihqol Tokec
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – How Are All First Nations Communities Unique?
    • Activity 2 – Reporters On Indigenous Communities
    • Activity 3 – Interview An Indigenous Person Who Lives Off-Reserve
    • References
  • Lesson F – The Struggle for Recognition as Nations
    Kitnmagn Ujit Ta’n Tel-Nenasikl L’nue’kati’l
    ’Sikeyu Qeci Tetpitposultihtit Waponahkiyik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Understanding The Royal Proclamation Of 1763
    • Activity 2 – Making Decisions
    • References
  • Lesson G – Protectors and Guardians
    Nuji-Anko’taqatijik aqq Nujeywa’tijik
    Kinanpuwicik naka Ihkatuwicik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Stereotyping
    • Activity 2 – Tapu’kl Tplu’tagnn – Two Sets of Laws – Tpaskuwakonol
    • Activity 3 – A Puppet Play by Elder Imelda Perley
    • Activity 4 – Protest: Is the Crown at War With Us?
    • References
  • Lesson H – To Be a Leader
    Ta’n Teli-ikanpukuimk
    Tan Wen Eli Nikanikapuwit
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Traits of a Leader
    • Activity 2 – Write a Biographical Sketch Of An Indigenous Leader of The 20th Or 21st Centuries
    • References
  • Lesson I – Sovereignty and Self-determination
    Mawi-espi-mikiknamk aqq Ta’n Tel-ksma’lsultimk
    Askomi Tpelomosuwakon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Making a Self-determination Mural
    • Activity 2 – The Dish With One Spoon Wampum
    • References
  • Resources
  • Interactive Activities
You are here: Home / Activity 2 – Tapu’kl Tplu’tagnn – Two Sets of Laws – Tpaskuwakonol

Activity 2 – Tapu’kl Tplu’tagnn – Two Sets of Laws – Tpaskuwakonol

The Francis and Paul Case 2008–2010

This is what I wish you knew? Mi’kmaw Native Friendship Centre, Halifax, Nova Scotia
Photo: Tim Borlase

Materials required: court scene recreated, logbook

In 2008, two Mi’kmaw hunters from Eskasoni, Nova Scotia, Charles Francis and Aaron Paul, were food hunting during the hours of darkness when they shot a moose decoy while they were in the Cape Breton Highlands. They were charged with ‘hunting with the assistance of a light’ and their high-powered rifles were seized. Here are some of the arguments used in the trial held over a two-year period. This case presented the pros and cons between Aboriginal food hunting and non-Aboriginal sport hunting.

In two similar previous cases in British Columbia and New Brunswick, the Supreme Court of Canada had ruled in favour of Indigenous rights. Imagine you are the Nova Scotia lawyer on either side of the argument. Split the class in half — one side for the Crown and one side for the defence. In pairs prepare an argument for the court using one of the points below. Present your points to the class.

For the Crown

  1. Night hunting with the assistance of a light is unsafe.
  2. There are many users of the Cape Breton Highlands who could potentially be harmed by night-hunting activity.
  3. Beef cattle had previously been shot in the Cape Breton Highlands, likely at night, and likely for being mistaken for moose.
  4. Moose are plentiful and easy to catch in the daytime.

For the Defence

  1. Indigenous night hunting for food predates European contact.
  2. Indigenous use of a light to assist night-time food-hunting activity occurred prior to European contact.
  3. The legislative origins of Law s.68, which Francis and Paul were accused of violating, prove its purpose is sport, not public safety.
  4. Francis and Paul were hunting for food when they were arrested.

What decision would you make?

Postscript

Judge Ryan initially ruled in favour of the Crown and gave both men a small fine but ordered their guns to be returned. This indicated that he wanted this to be a Test case to establish an Aboriginal right for the first time. An appeal to this case is still pending.

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