# Citizenship 9 — Peace and Friendship Treaties: Desk Inquiry & Case Docket
**Course:** Citizenship 9 • Unit 2: Rights, Treaties & Truth and Reconciliation  
**Class Duration:** 60–75 Minutes  
**Cohort Size:** ~28 Students (Class 901, 902, 903)  
**Room:** Room 8, Bicentennial Junior High School, Dartmouth, NS  
**Teacher:** Mr. Dave Waugh  
**Workflow:** Paper-First Inquiry $\rightarrow$ Handwritten Dossier $\rightarrow$ ADF Document Scanner $\rightarrow$ AI Multi-Doc Vision Ingestion

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## 1. Curriculum Standard & Indicators Addressed
* **Primary Indicator:** *Evaluate the importance of treaties as integral to citizenship rights and responsibilities.* (Unit 2)
* **Secondary Indicator:** *Investigate how worldview impacts understanding of citizenship.* (Unit 1 & 2 — *Netukulimk* vs. Crown mercantile jurisdiction)
* **Civic Application:** *Compare rights and responsibilities as current and future citizens.* ("We are all treaty people" as an ongoing legal covenant)
* **Historical Continuity:** *Investigate how and why citizenship rights have changed for various people in Canada.* (From 1752/1760-61 treaties $\rightarrow$ Indian Act suppression $\rightarrow$ Section 35 / *R. v. Marshall* 1999)
* **Reconciliation:** *Analyse the role of all citizens in reconciliation.* (TRC Calls to Action #62–65)

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## 2. Instructional Shift: From Adversarial Trial to Judicial Inquiry

| Previous Courtroom Trial Design | Enhanced Desk Inquiry Model (Paper-First) |
| :--- | :--- |
| Students role-play Mi'kmaw delegates vs. British Crown in an adversarial dispute. | Students act as **Judicial Reference Clerks / Legal Analysts** examining evidence to resolve a real constitutional question. |
| Non-Indigenous students put Indigenous inherent rights "on trial" or role-play colonial opposition. | Avoids identity roleplay; centers respectful cultural humility and evidence analysis. |
| 4 evidence rounds crammed into 20 minutes (high speaking anxiety, chaotic timing). | **High-engagement partner talk:** Every box begins with a 1–2 minute structured partner debate/check, followed by individual writing. Solves 901's request for more verbal discussion without sacrificing focus. |
| Purely verbal assessment (hard to track in real time). | **Tangible physical deliverable:** Collected at the door, run through ADF scanner, evaluated by AI against standardized rubric. |

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## 3. Minute-by-Minute Pacing (60–75 Minute Block)

### Phase 1: Priming & Overview Video (0:00 – 0:12 | 12 min)
* **0:00 – 0:03:** Distribute the 2-sided 8.5×11 **Student Inquiry Dossier** (`Cit9_Treaty_Inquiry_Student_Dossier.html`). Students print their Name, 3-letter Code, Section (901/902/903), and Date in the top metadata boxes.
* **0:03 – 0:10:** Screen the 7-minute classroom overview video (generated via NotebookLM).
* **0:10 – 0:12:** Teacher establishes the anchor premise & LCD briefing (`Treaty_Docket_LCD_Slide.html`):
  > *"The Peace and Friendship Treaties signed between 1725 and 1779 never surrendered one acre of land. They were nation-to-nation covenants of peace, trade, and coexistence. Today you are examining how an agreement written in 1760 governs Nova Scotia in 2026."*

### Phase 2: Evidence Analysis — Side A (0:12 – 0:35 | 23 min)
Students work with their desk partner, alternating speaking and inking:
* **0:12 – 0:22 | Pillar 1: The Historical Text & The Truckhouse Clause (Box 1)**
  * **Partner Talk (1 min):** One partner reads the 1760 clause aloud. Partner A identifies the 2 Crown promises; Partner B searches for any clause surrendering land.
  * **Discussion hook:** *"If the Mi'kmaq never gave up land, who holds inherent rights under the dirt of Room 8?"*
  * Students complete **Box 1** handwriting lines (Steps 1–3).
* **0:22 – 0:35 | Pillar 2: Worldview Collision — Netukulimk vs. Crown Regulation (Box 2)**
  * **Partner Spar (2 min):** St. Mary's Bay 2020 Standoff.
    * **Left Seat (Harvester):** Argues treaty rights, sustenance, and Netukulimk without needing Crown permits.
    * **Right Seat (DFO Officer):** Argues federal conservation laws, seasons, and quotas must protect stock for all.
  * **Spar question:** *"Can both sides be right? Who has the legal authority to set the rules on the water?"*
  * Students write their analysis in the two columns of **Box 2**.

### Phase 3: The Modern Crucible — Side B (0:35 – 0:55 | 20 min)
* **0:35 – 0:45 | Pillar 3: Donald Marshall Jr. & The Moderate Livelihood Precedent (Box 3)**
  * Unpack *R. v. Marshall* (1999) and the 2020 Sipekne'katik fishery.
  * **Partner Talk (1 min):** *"The Dollar Debate: If the Supreme Court never defined 'moderate livelihood,' what dollar amount is that today? $40,000? $80,000? Why does leaving that blank cause protests?"*
  * Students complete **Box 3** handwriting lines.
* **0:45 – 0:55 | Pillar 4: The Civic Synthesis — "We Are All Treaty People" (Box 4)**
  * **Partner Talk (1 min):** *"Dinner Reality Check: Someone says treaties are only for Indigenous people. You have 15 seconds to reply. What do non-Indigenous citizens get from this treaty, and what do we owe?"*
  * Students complete **Box 4** Part A (right/benefit) and Part B (civic responsibility).

### Phase 4: Collection & Scanner Intake (0:55 – 1:00 | 5 min)
* Students do a quick 30-second peer check: is Name, Section, and handwriting legible inside the black bounding boxes?
* Dossiers stacked face-up at the front desk.
* Teacher feeds the batch directly into the **multi-document feeder scanner**.
* Scanned PDF/images ingested into AI script using `AI_Scanner_Evaluation_Prompt.md`.

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## 4. Materials & File Manifest

1. **`Cit9_Treaty_Inquiry_Student_Dossier.html`** — The master printable student dossier. High-contrast, clean 8.5×11 portrait layout, strictly zero-margin-leak for double-sided ADF scanning.
2. **`NotebookLM_source_Peace_and_Friendship_Treaties.md`** — The factual source script for the 7-minute priming video.
3. **`AI_Scanner_Evaluation_Prompt.md`** — The automated AI vision grading prompt, rubric matrix (18 points total), and JSON output schema.