ENVR 200 - Worksheet 4

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University of Notre Dame *

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200

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Communications

Date

Apr 3, 2024

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pdf

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Uploaded by MajorTitanium5208

Worksheet Day 04: X̱wi7x̱wa Library Visit Prep Please write answers to the following questions (total ~350 words): 1. About the Mackenzie Valley Pipeline Inquiry headed by Thomas Berger (the "Berger Inquiry"): What was new within the Berger Inquiry's process related to Indigenous rights in regard to a proposed infrastructure project? Jean Chretien, Minister of Indian Affairs and Northern Development, obtained funding for Inuvialuit and Dene peoples of the Northwest Territories since the proposed pipeline goes through their lands. Indigenous peoples were not supportive of the pipeline construction, so funding was necessary, but not necessary at the time, to let their opinions be heard by the Royal Commission at the formal hearings in Yellowknife. Community hearings were also held in Mackenzie Valley, Mackenzie Delta, and Northern Yukon and were regarded just as important as experts’ opinion. Thomas Berger and others on the Commission went to each village in those areas and listened to all residents who spoke with them and took roughly two years. Canadians could express their perspectives through Special Counsel’s organized hearings across southern Canadian cities. Additionally, CBC formed an Indigenous news team to broadcast nightly in six languages of the Inquiry. 2. What did you look up and read about in the Tsawwassen Treaty? Explain how the section you read is relevant for this course. I read Chapter 12, National Parks and National Marine Conservation Areas, in the Tsawwassen Treaty. It established rights for the Tsawwassen First Nation to harvest, transport and export renewable resources from National Parks and National Marine Conservation Areas that are within Tsawwassen Territory. There are clauses about conservation measures and co-operation in planning and management with consideration of traditional ecological knowledge of Tsawwassen First Nation. This section is relevant for ENVR 200 as it delineates frameworks around collaboratively managing these biodiverse systems that also act as carbon sinks. The social sciences aspect of environmental science is present in this section, for example, Tsawwassen First Nation’s rights are limited by the prioritization of conservation, public health, and safety policies. It also shows the relationship between human activities and natural systems, which is what environmental science explores.

3. Each of you comes to this class with different background, knowledge and lived experience. Given your own starting point, pick two things you learned from the pre- class activities. Be more specific rather than general, and pick two things that you have not written about in the previous questions. For each of these two things: a. Describe what it was you learned that you didn't know before. b. Explain why what you learned is significant to you. c. Explain how this new knowledge will impact you moving forward. From Todd and Kanngieser’s essay, I learned that land is consciousness and sentient from Indigenous conceptions. This is significant as I have never thought that land is able to perceive or feel things, but rather a resource we should protect. This new knowledge allows me to see environmental issues as human issues and perceive the land as human or more-than-human when analyzing the human impacts on the environment. I also learned that listening is “a pause that might intervene in the rush to conclusion, expertise and action” (Todd and Kanngieser, 2020). This is significant as I tend to jump to conclusions or think of responses as I’m listening. This new knowledge will remind me to sense and attune to my surroundings and be attentive to whoever is speaking throughout everyday life.

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