12 Law Independent Learning CHECKLIST

UNIT 1
1. The "Core Legal Terms" LINK. Just write out a single sentence definition of each term by researching the web (draw from credible sources). Ignore comments about Chapter 1 & 2.

2.  Read the following as an introduction to legal thinking and reasoning.  LINK Logical Fallacies & Reasoning Reading

3.  Read the following as follow-up to our study of the Eichmann Case.  LINK Eichmann Reading

4.  Read & Study the Project Page for Evaluation 1 "The Jackson Case Analysis".  Review the Jackson Case Instructions and the Jackson Case Starting Articles 1, 2, & 3.
5.  SORTING LEGAL THEORY STATEMENTS INTO THE CORE 4 THEORIES Follow the Instructions BELOW
COPY of Theory Statements HANDOUT
6.  Complete any unfinished work under Tasks 1 to 5.

7.  Work on EVALUATION 1 Jackson Case Analysis.  View all materials on the Jackson Case Analysis project page.  I suggest starting with Task 4a) by working through and making notes on the "Required Materials" and, if you wish, the "Optional Materials".

UNIT 2
8.
9.  Complete the ICJ Case Sign-Up on the ICJ project page <https://www.socialglobalstudies.com/icjcasebriefmap.htm>.
10.  Complete your analysis of your assigned Diplomatic Immunity Case A to F (the materials needed are posted on the Unit 2 International Law webpage under "PART 5 Diplomatic Relations".  This includes finishing the 2 deliverables on the large 11 x 17 white paper (i.e., sketching out the case fact pattern and the diplomatic immunities/privileges at play/triggered in the case & generating a case ratio).
11.  Work on EVALUATION 2 ICJ Case Brief for SUBMISSION / TEACHING / MAPPING after the Winter Break <https://www.socialglobalstudies.com/icjcasebriefmap.htm>.
12.  Complete your GREEN Map of the South China Sea Claims, the UNCLOS Core Principle, and Definitions (all content is on the Unit 2 International Law webpage under PART 4 CASE STUDY 2  South China Sea Case).
13.  PRIMARY READING FOR CASE STUDY 3 From Humanitarian Intervention to the Responsibility to Protect Doctrine (R2P) (see International Law Unit 2 page <https://www.socialglobalstudies.com/unit-2-international-law>.  Complete ARTICLE 1 & ARTICLE 2 TASKS <https://classroom.google.com/c/MTcxOTYzMDIxMDg5/a/MjUwMTcyODU2MTUx/details>.

14.  Study for EVALUATION 3 International Law Test (1 hour online) (see test date on socialglobalstudies homepage left side).

UNIT 3
15.  Indigenous Lands, Rights and Law Terminology Web Quest (work on the yellow highlighted terms).  Research online & record the legal definition of "inherent rights" as it relates to Aboriginal law.

16. Delgamuukw Case Materials
Read & study the materials under the following two sections of the Unit 3 Aboriginal Law unit page titled: 1. "Aboriginal Rights & Title" and 2. "CASE 2 → Delgamuukw v. British Columbia (S.C.C. 1997)"

In particular READ & HIGHLIGHT → Delgamuukw: A Lay Person's Guide

AFTER READING Delgamuukw: A Lay Person's Guide Answer Questions Making an Aboriginal Title Claim 1A, B, & C in the image below.  THIS IS A LEADING RIGHTS AND TITLE CASE & CRITICAL TO ADD TO YOUR CASE BOOK.
AFTER ANSWERING QUESTIONS 1A, B, C ABOVE Write down 3 lessons directly from the Delgamuukw case that may prove useful when negotiating an end to our own upcoming resource conflict & land dispute scenario.  ADD THESE 3 LESSONS TO YOUR CASE BOOK.

17.  Tsilhqot'in Case Materials
READ & STUDY the following materials LINKED BELOW (also located under the following section of the Unit 3 Aboriginal Law unit page titled: "CASE 3 LANDMARK TITLE CASE Tsilhqot'in Nation v. British Columbia (S.C.C. 2014)").

In Particular


b) READ & STUDY the Tsilhqot'in Case Resource LINK (this is an incredible website by Woodward & Company, legal counsel for the Tsilhqot'in) READ the entire page by scrolling down through the information, testimony, video, maps, & audio.  ADD KEY INFORMATION INTO YOUR CASE BOOK.
c) READ & STUDY → the ARTICLE Title Fight: The Tsilhqot’in Nation got its land back. Canada will never be the same The Walrus.  ADD KEY INFORMATION INTO YOUR CASE BOOK.
d) READ & STUDYThe Downside of the Tsilhqot’in Decision By Bruce McIvor

e) READ & STUDY Tsilhqot'in Nation v. British Columbia (2014) SCC DEBRIEF.
AFTER READING By directly referencing the resources above, answer the questions Making an Aboriginal Title Claim: Tsilhoqt'in 2A, B, & C in the image below.  THIS IS THE LEADING RIGHTS AND TITLE CASE & CRITICAL TO ADD TO YOUR CASE BOOK.
AFTER READING Write down 3 lessons directly from the Tsilhqot'in case materials above that may prove useful when negotiating an end to our own upcoming resource conflict & land dispute scenario.  ADD THESE 3 LESSONS TO YOUR CASE BOOK.


18.  PUTTING IT ALL TOGETHER Reconciliation on Trial: Wet'suwet'en, Aboriginal Title and the Rule of Law PODCAST EPISODE.
0:00/29:44

19.  LISTEN to the PODCAST on the RIGHT titled "Fisheries dispute in Nova Scotia turns violent." (19:59 minutes)

MAKE NOTES ON THE FOLLOWING and be ready to discuss on the virtual class tomorrow (Wednesday 21 October 2020 from 1:35 to 2:35 p.m.) --

a)  Describe the nature of the dispute (think fact pattern).

b)  Guest 1 -- CBC Journalist Nic Meloney

     i) According to Nic Meloney, what is the Marshall Case about?
     ii)  What is the significance of the phrase "moderate livelihood" to the dispute?

c)  Guest 2 -- President of the Bay of Fundy Inshore Fisherman's Association Colin Sproul

     i)  How do Colin Sproul's comments add to our understanding of the Marshall Case
         and its significance to this dispute?
     ii)  What does Colin Sproul mean when he says, "every successful negotiation ends
         with everyone going home angry"?
     iii)  Describe Colin Sproul's comments about "systemic racism and conservation."
     iv)  What role does government play in this dispute?

d)  Guest 3 -- Cheryl Maloney from the Sipekne'katik First Nation

     i)  According to Cheryl Maloney what is really going on in this dispute?
     ii)  What is Cheryl Maloney's interpretation of the Marshall Case and in particular
         "conservation" and "moderate livelihood"?
     iii)  What 3 things does Cheryl Maloney want from the Nova Scotia Government?

e)  Find a case brief of the Marshall Case online and read it (hint -- search "Marshall
    Treaty Case LLP or Marshall Treaty Case Brief").  Generate a RATIO for the case (what 
     does the case stand for / what does the case decide).

Fisheries dispute in Nova Scotia turns violent
Canadian Broadcasting Corporation (The Current)
0:00/19:59
19.  BUILDING A BLOCKADE TIMELINE → Create a timeline of the Kitkatla fact pattern as detailed in the Workshop #1 materials on the project page (In building your case timeline, pay particular attention to the suggested DOCUMENTS to focus on in the Negotiation File.  Keep in mind the bigger picture timeline we looked at during our in-person class as depicted below.  This should serve as a starting template in building your "Kitkatla" specific timeline.  Insert the Kitkatla fact pattern (which includes actions for all parties involved in the dispute) into the title timeline template.  For example, in the various documents provided on the project page, can you roughly pinpoint the date of first contact (i.e., year) between Kitkatla (who are part of the larger Tsimshian Nation) and Europeans?  What evidence is there in the various documents of Kitkatla's existing rights and title being asserted or extinguished?  In the various documents is there evidence of the duty to consult/accommodate being met by the Provincial and/or Federal Crown?  Is there evidence of exclusive use and occupation of the land in question pre-contact (as set out in the Delgamuukw test for proving title)?  Can the CMTs be dated? etc.  KEEP IN MIND THIS TIMELINE MAY ALSO INCLUDE LEADING CASES AND RATIOS.
20.  Preparation for EVALUATION 4 the Blockade Negotiation.  See the Project Page for Details.