On May 2, 2000, First Nations Elder Earl Claxton recounts the ways his people interacted with the resources of the intertidal ecosystems.
The Coast Salish people have always relied on the rich supply of invertebrate life in the intertidal zone of rocky coastal areas in British Columbia.
Archived Videos : First Nations and Race Rocks
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November 2, 2003 : We hosted a group of divers from the Nass River area on a dive at Race Rocks. Accompanying the Divers were Matt Hill and his wife Joanne. Matt who comes from Dolphin Island near Prince Rupert, provided some interesting information about the interactions of the people of his nation with marine resources.
Saanich Year /Thirteen Moons Assignment Assessment
Instructions : Your teacher will lead a discussion on expectations for this assignment. Together your class will discuss levels of accomplishment for the criteria chosen from the left hand column.
Activity# 5: The 13 Moons of the Saanich Year
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Find and Filter |
Not Yet Meeting Expectations |
Minimally Meets Expectations |
Fully Meets Expectations |
Exceeds Expectations |
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| • use information they have read, heard, or viewed in a variety of written or graphic forms, including written notes and charts | |||||
| • locate and interpret details in print and non-print media to gather information and build understanding | |||||
| • develop personal responses to materials and support their responses with reasons, examples, and details | |||||
| • compare real and imaginary times and places portrayed in literature and mass media with their own time and place | |||||
| • Conduct and interview with an Elder of the Community which includes information about:
• The history of this celebration • The significance of each of the rituals involved in the celebration • The importance of the celebration to the community |
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| Working with Information (knowledge) | |||||
| • Understand calendars of different cultures | |||||
| • Understand the importance of moons in First Nations culture and its relation to the environment | |||||
| • Relate the moons to own environment | |||||
| • Create own calendar of moons | |||||
| Communciation | |||||
| • Develop and present a video presentation of moon including
• a title page • the interview • at least 4 scenes, one of which is an explanation of the moon • three types of transitions between scenes • music that complements your moon story |
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| • Identified the Gregorian calendar to which the chosen moon relates. | |||||
| • Gave the moon a name that means something to them | |||||
| • Illustration of moon. | |||||
| • Description of meaning of the moon | |||||
| • Included a written paragraph with background information about the moon | |||||
| • Described the typical weather during the moon. | |||||
| • Discussed about how environment affects the activities done during this time. | |||||
| • Discuss the activities that happen during this time in your community | |||||
| Reflection | |||||
| • Demonstrates understanding of topic | |||||
| • Grammar and spelling | |||||
| • Opinion backed by fact |
The Saanich Year: Teacher Instructions
Please Note… The links to the following are currently being redone as they are converted from an archive site..GF)
In recognition of the creators of this document, please read the acknowledgement
This activity was designed for students in grades 4-7. The hands-on interdisciplinary approach of the activity have been designed to provoke a healthy curiosity and appreciation for universal concepts, the similarities and differences between cultures, and the value of our environment. Teachers are encouraged to take, change and play with the ideas in order to meet the diverse needs of their students and teaching situations.
Organization of this activity
You can approach this activity in two ways.
1) You can either incorporate each moon into your monthly curriculum and use the brain-teasing questions at the end of each moon page as discussion items.
2) Study the moons as one unit and divide your class into groups of two.
In either case, the ultimate objective is to have students understand the relationship between each moon, the environment and First Nations activities, and relating it to their own lives.
Resources :The following are available for you to conduct this activity:
Background Information: Calendars and Lunar Cycles
13 Moons :First Nations Work Sheet PDF
Assessment Rubric for you to make a contract with your students
List of The 13 moons of WSANECThe 13 Moons of the WsNEC
Race Rocks First Nations Pages
The Beecher bay Burning Ceremony
Suggested Introductory Activities
After reviewing the 13 moons resources and history of the Coast Salish peoples with you, a sample interview of an Elder . In this video the Elder Earle Claxton talks about the use of organisms from the sea for food and medicines. As a class discuss why this information is important to the culture of the Coast Salish peoples. Also show your students a video first with the music muted, then with music. Have them compare and contrast the two videos and then discuss what music they think would enhance the Earle Claxton interview.
Shared Learnings, a document developed by the Ministry of Education is an excellent resource for incorporating First Nations activities throughout your curriculum. A copy of this document should be available in your school or you can order a copy.
These are some suggestions for introducing the Saanich Year – Thirteen Moons to your class.
Read and discuss the explanations of the moons.
A) Have students brainstorm:
B) With reference to the Saanich Peoples, discuss:
C) Discuss what happens during the roughly corresponding months in your students’ lives.
D) Have students create their own calendar of moons, drawing the significant happenings reflected in their own lives. Students can then compare and contrast the First Nations Culture with their own.
E) Discuss with the students how their attitude/ learning/ thinking have changed as a result of this learning experience.
Extensions and Adaptations
Have students choose a culture other than first nations and compare and contrast events that happen during each of the moons. For instance, the winter solstice is during the SIS,ET Moon. In other cultures, there are other activities during this month as well, including Christmas and Chanukah.
Social Studies
Have students create a fishbone graphic of important people in their lives and the roles in which they play.
Science
Research, report and illustrate each of the ecosystems within a cedar tree.
Language Arts
Share the concept of the ‘Storyteller’s bag’ of mnemonic artefacts mentioned on the bottom of page 7 of Keepers of the Earth. Have students collect stories or write a series of stories and create a storytellers bag for their classroom community. Encourage the ‘oral tradition’ of sharing these stories with their classmates or buddies.
Have students create a sentence using the Klallum language
THE 13 MOONS of the WSANEC (Saanich people )
By the end of this activity you will be able to:
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Find and Filter/Work with Information
After reviewing the 13 moons resources and history of the Coast Salish peoples with you, your teacher will show you a sample interview of an Elder. In this video the Elder Earle Claxton talks about the use of organisms from the sea for food and medicines. As a class discuss why this information is important to the culture of the Coast Salish peoples. You will also be shown a video first without music, then with music. Compare and contrast the two videos and then discuss what music you think would enhance the Earle Claxton interview.
Your teacher will organise the class into groups of two and give you the attached worksheet. If you find that you come across words that you do not know, use the vocabulary builder. After you have completed your information gathering, get together with your partner and do the following:
As in the calendar depicted above, each of you will make your own calendar with one significant event in your life/community for each moon. Choose one moon between the two of you and using the format of the 13 moons resource as an example, develop a video presentation in which you :
Give an overview for all of the moons of your calendar
Interview an elder of your community about activities that happen during one of the chosen moons
Correlate this month with the month of the Gregorian calendar to which your chosen moon relates.
Communicate
Each group will create a video in which they present the calendar to your class and include the information from above. Each video must include:
Reflection
How have the thirteen moons WSANEC people guided their activities? How does your moon guide your activities?
Assessment
Go to the assessment page where your teacher will lead you through a discussion about expectations for this assignment.
There are several types of calendars in use today. This paper will discuss the Gregorian, the lunisolar and the lunar calendars. The calendar that we use in our western daily lives is the Gregorian calendar. Divided into twelve months, its length is based on the 365 1/4 days it takes for the earth to travel in a full circle around the sun. Because there is that extra 1/4 day in every year, an additional day is added every four years. When this happens, it is called a “leap year”. Traditionally, the western calendar is used to determine beginnings and ends of seasons as well as special days, like holidays. It has been in use since its creation in 1582 by Pope Gregory. However, before that time most westerners used the Julian Calendar, established by Julius Caesar in 46 BC.
The second type is the lunisolar calendar. It is based on a combination of the sun and the moon. In this calendar, a month is measured by the time it takes for the moon to be placed directly between the earth and the sun. This calendar has twelve months annually, except for seven times every 19 years, when a thirteenth month is added. This results in the holidays being moved every year, but staying within a season. An example of changing holidays would be the Jewish celebration of Chanukah which is always around the beginning of December, but not necessarily on the same day every year.
The third calendar is lunar and is based on the cycles and phases of the moon. The days in the month are determined by the time it takes for the full moon to wax and wane until a full moon arises again. This is the type of moon used by both the Saanich peoples. What you will be studying in this activity is referred to as the –Saanich” Year rather than the –Saanich Calendar” because it shows the integration and flow of activities that occurred when the Saanich peoples lived a traditional life that was linked to nature. The moons in the Saanich year are markers, not calendar months. Their –year” was more than 365 days. If you compare the Saanich year to the western system you will see that some years there have been 13 moons and sometimes they have 12. As well, you will see that sometimes there are 29 days between moons and sometimes there are 30 days. As the authors noted, this system may seem confusing at first but it is easier when one remembers that nature is very complex should not be reduced to a calendar or a clock.
Read over the Thirteen Moonss of the WSANEC (Saanich) Peoples.
Click on each picture for an enlarged version of the artistês depiction of the moon.
Acknowledgement
I would like to thank John Elliott for granting his permission to adopt and adapt The Saanich Year for the Race Rocks Lesson Plans Website.
The Saanich Year is a resource developed in School District 63 (Saanich) about the thirteen moons of the Saanich Peoples. It was created in 1993, by Dave Elliott Sr., Earl Claxton, Sr. and John Elliott, and was funded by the Saanich Indian School Board, the British Columbia Ministry of Education ® Aboriginal Branch, and the Ministry Responsible for Multiculturalism and Human Rights (B.C).
The authors would like to honour the memory of Dave Elliott who recorded much of this information. His work in developing the SENCOTEN orthography enabled the authors to record and publish this material in book form, in the SENCOTEN language. We also acknowledge the work of the late Earl Claxton who did so much to further the teaching of the traditions of his people
For more information or to order this resources, call (250) 652-2313
We were fortunate to have Tom Sampson on the Race Rocks Marine Protected Area Advisory Board in 2000-2002. Tom brought to the board a welcome First Nations perspective . His concept of the three-legged milk-stool model of governance for the MPA was whole-heartedly accepted by the advisory group and formed our basis for recommedation to DFO for MPA status.
Tom Sampson on the left conversing with Federal Fisheries Minister, Herb Dahliwal and Provincial Environment Minister Joan Sawiki at Lester Pearson College on the occasion of the formal announcement of the creation of the Race Rocks MPA .
In his model, where the Provincial,Federal and First Nations governments formed the legs of the stool which supported the seat which was composed of the stake-holders and the marine ecosystems of the area . Unfortunately when the proposal went to Ottawa this model was not accepted, leading to a breakdown of the MPA process.
The article below appeared in a Georgia Strait Alliance newsletter:
Outgoing GSA (Georgia Strait Alliance) director Tom Sampson has lived all his life on the shores of Saanich Inlet. His family’s tradition is that the first born always goes to the grandparents—a way of ensuring that the new generation gets a solid grounding in traditional knowledge. As the eldest of 12 children, Tom was raised by his great grandmother, a remarkable Halalt woman who had raised his father before him.
He describes her as “the lady who taught me everything”. In her 80’s when two-year-old Tom came to live with her, she taught him history, his place in the world, spiritual beliefs and all about the natural world, in both languages of the Coast Salish, her own Halkomelem (Cowichan) and her husband’s Sencoten (Saanich). No one knew her exact age, but baptismal records showed she was over 120 when she died about 30 years ago.
Tom became immersed in the English language when he started school. Fortunately his great grandmother refused to let the church take him away to residential school, though five of his siblings weren’t so lucky. Tom did well at Indian Day School, and qualified for an academic program at St. Louis College in Victoria, where he attended grades 10 and 11. He enjoyed school and excelled in math and languages, learning to speak French and Latin on top of his other three languages. But it was a hard time for his family economically, so he quit and went to work in the woods as a whistle-punk.
It was a time of rapid change and development of resource industries. Yet already the problems were starting to show, if one paid attention: the trees being cut were significantly smaller than those Tom’s father had cut during his time as a logger.
Tom describes the devastation of resources that he has seen over his 64 years and how this has led to “a crisis all across North America”. He remembers, as a young man, regularly building fires on the beach to steam clams and mussels. Today, he says, that’s not possible, “because our beaches have been destroyed”.
“We seem to have the attitude,” he says, “that we need to destroy what doesn’t pay off monetary value of some kind—that it has no value and should be terminated. Scientists, managers and technicians seem to believe they know more about the environment than our people.”
He describes predictions that his people have made for decades about salmon, herring and other resources —that unless these were managed in a different way they would disappear. He quotes Chief Seattle and other tribal leaders over the past 50 years, but says they were always ignored by government officials. “We don’t have the degrees and diplomas, so our information isn’t considered important,” he says. “Yet our total survival has been based on understanding nature.”
“Our concept of harvesting of the land and ocean are based on the 13 moons of the year—the absolute time clock of nature, ” he explains. “We managed our resources by understanding this clock, which meant there was a right time for everything, and a time we weren’t allowed to harvest.” Tom has organized sessions on the 13-moon concept as part of his work on the Race Rocks marine protected area, where he has worked to improve cross-cultural understanding and appreciation for the traditional knowledge his people bring to the table. “It’s important that people understand that when we talk about the land we’re talking about a relationship that goes back thousands of years,” he says. “We know this land better than anybody else.”
This focus on cross-cultural awareness has been evident in other environmental work that Tom has tackled. A few years ago he played a key role in getting the BC Environmental Assessment Office to undertake a ground-breaking Aboriginal Land Uses Study within the Bamberton Environmental Assessment, which documented traditional knowledge from elders and others from the Saanich tribes; it was done in the traditional language and then translated into English.
Tom believes that listening is the key to understanding the environment. He remembers his great grandmother telling him to go down to the beach and listen to the ocean, because “if you don’t listen to it and hear the stories, you won’t learn”. Listening to each other is just as important to Tom, and he believes this skill is not being taught to most young people today.
Tom has taken a leadership role for most of his adult life. He’s been involved in tribal politics right to the national level, serving as Chief of Tsartlip for 24 years, chairman of the South Island Tribal Council for 22 years, vice-chief of the BC Assembly of First Nations, chairman of the Assembly’s Constitutional Working Group for Status Indians and chair of the Douglas Treaty Council.
Although “retired” from tribal politics, Tom has certainly not slowed down. The schedule of long days that he keeps as a volunteer would exhaust most people half his age. He works tirelessly, helping people that the system has failed.
One of his key concerns is how the justice system has been unfair to aboriginal people and ignored their beliefs about individual and community healing. “The system works if you can afford it,” he says, pointing out that from 60 to 90% of his people live in poverty. It is this poverty that has motivated Tom to work for his people.
Another area of his volunteer work is community health. He’s working more with older people these days, since the average age of his people has risen (though it’s still only 55). But he says his tribe has to struggle against the legacy of the 40-year-long residential school experience, which destroyed the social fabric of many families, removing positive family models and leading to many of the social problems experienced by native communities today.
But there’s been no shortage of strong models in Tom’s family. He remembers his mother, a Nez Perce from Idaho, serving on the Tsartlip council at “a strange time” when the band elected an all-woman council (one of the first in his territory) with a man as chief.
Tom’s wife of 43 years, Audrey—as active as Tom in community work and a vocal advocate of aboriginal rights—also comes from a family of strong models. Her father was a Cowichan chief and tribal spokesman for many years, and like Tom, her mother served on the band council. Audrey has served on the Tsartlip council, and now works as coordinator for adult health care for all the Saanich First Nations. Tom is visibly proud of Audrey and impressed with her ability to juggle her roles as mother, grandmother, great grandmother, housewife and full-time health administrator.
But he’s no slacker himself! On top of his community-based work, these days he’s very busy building the new Coast Salish Sea Council, an initiative he launched to bring together the close to 90 Coast Salish tribes on both sides of the Canada-US border, to develop agreements and move forward on social and environmental issues. Later this month the Lummi tribe will host the first major meeting of the Council, and Tom is busy organizing this.
He’s also doing a lot of traveling—recently to Seattle, Ottawa, and Texas, speaking out on environmental issues and urging that action accompany agreements.
When he gets time at home he loves to garden, a skill he learned from his father who taught him that, “when you run out of money at least you’ll have food”. This year he has planted a full acre with flowers and vegetables. He also spends as much time as possible with his five children, 10 grandchildren and one great grandchild, who all live close by. He thanks his great grandmother for teaching him the importance of “never losing” his family.
Tom says he has learned a lot from his first year with GSA and he plans to stay involved even though he will no longer be on the Board. One thing that’s made a big difference is learning to use a computer (something he had to do over the past year as a Director). Being “wired” has provided him with daily information from all over the world, which Tom says has “helped me understand issues, linkages and the reasons behind things.” He sees modern communication skills as vital for young people.
But spiritual beliefs form the heart of his environmental philosophy. “Conservation and management of resources are inseparable from these,” he says. “If you don’t see the spiritual need for the land and water, then people will continue to dump raw sewage, log mountains, and devastate the streams beyond repair. We have to look at ourselves. We can’t be holistic without a spiritual connection to the land.”
SOURCE: Georgia Strait Alliance Newsletter
The following excerpt presents the Te’Mexw Treaty Association assertion in response to the proposal for the Race Rocks MPA in 1998. See bolding below:
First Nations Cooperative Management of Protected Areas in British Columbia:
Tools and Foundation
by Julia Gardner Dovetail Consulting April 2001
From page 9:
An ecosystem approach
The designation of special management zones in LRMPs recognizes that protected areas
cannot be managed as islands: buffers and connecting corridors beyond their boundaries
are needed to ensure that ecological integrity is protected. Similarly, marine protected
areas cannot protect marine biodiversity on their own – they should be implemented as a
part of integrated coastal zone management.
The management of protected areas on an ecosystem level is a priority that has been
brought into the public eye recently through the report of the Panel on the Ecological
Integrity of Canada’s National Parks (Parks Canada Agency, 2000) and the report of
B.C.’s Park Legacy Panel (MELP, 1999). There is growing recognition that the
ecosystems of protected areas cannot be protected without attention to the portions of
their ecosystems falling outside their boundaries, as opposed to being “islands in a sea of
development.”
In the marine setting, there is a parallel rationale for an ecosystem approach, often under
the label, “integrated coastal zone management.” But in this “sea of development” where
fluid ecosystems even more thoroughly defy protection via boundaries, some argue that
protected areas are contrary to the priority of protecting the whole environment. For
example, “The Nuu-chah-nulth believe that all marine areas should be treated respectfully
for the gifts that nature provides. The concept of establishing certain areas for favourable protection while mismanagement occurs in areas outside of protected zones is foreign to
Nuu-chah-nulth principles” (Nuu-chah-nulth Tribal Council, November 13, 1998) Similarly, the Te’Mexw Treaty Association asserted in response to the proposal for the
Race Rocks MPA in 1998 that “It is the position of the Nations that a coordinated co-management program for the coast from Jordan River to Ten Mile Point would be the appropriate method by which conservation, harvest and priority for First Nations users can be integrated” (Moahan, 1998,p7). at the very least, MPAs need to be considered in their broader setting, including the watershed and the surrounding sea.
A sixth key assumption is that land and sea are an integrated whole, so MPAs
alone cannot protect the marine environment. Nevertheless, we can usefully
consider the particular circumstances of protected areas in the water, so as to
increase their extent and effectiveness through cooperative management.
Copy of Gazetting
| Vol. 134, No. 44 Canada Gazette Part I OTTAWA, SATURDAY, OCTOBER 28, 2000 |
Vol. 134, n o 44 Gazette du Canada Partie I OTTAWA, LE SAMEDI 28 OCTOBRE 2000 |
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| XwaYeN (Race Rocks) Marine Protected Area Regulations Statutory Authority Oceans Act Sponsoring Department Department of Fisheries and OceansREGULATORY IMPACT ANALYSIS STATEMENT DescriptionThe Oceans Act (the Act) came into force on January 31, 1997. Part II of the Act authorizes the establishment of an Oceans Man-agement Strategy (OMS) based on the principles of sustainable development, integrated management and the precautionary ap-proach. This part of the Act also provides authority for the devel-opment of tools necessary to carry out the OMS, tools such as the establishment of Marine Protected Areas. Section 35 of the Act authorizes the Governor in Council to designate, by regulation, Marine Protected Areas for any of the following reasons: (a) the conservation and protection of commercial and non-commercial fishery resources, including marine mammals and their habitats; (b) the conservation and protection of endangered or threatened species and their habitats; (c) the conservation and protection of unique habitats; (d) the conservation and protection of marine areas of high biodiversity or biological productivity; and (e) the conservation and protection of any other marine re-source or habitat as is necessary to fulfill the mandate of the Minister of Fisheries and Oceans. In 1998, the Minister of Fisheries and Oceans announced four pilot Marine Protected Area initiatives on Canada’s Pacific Coast. One of these, Race Rocks in British Columbia, meets the criteria set out in paragraphs 35(1)(b), (d)and(e) above. This regulatory initiative proposes to formally designate, under the Oceans Act, the waters surrounding Race Rocks as XwaYeN (Race Rocks) Marine Protected Area (MPA). In addition, the harvesting of liv-ing marine resources within the MPA will be prohibited subject to existing aboriginal or treaty rights. XwaYeN (pronounced shwai’yen) is located in the Juan de Fuca Strait, 17 kilometres off the coast of Vancouver Island,southwest of Victoria. The islets of XwaYeN (Race Rocks) form the most southerly part of Canada’s Pacific Coast. Named for its strong tidal currents and rocky reefs, the waters surrounding XwaYeN (Race Rocks) are a showcase for Pacific marine life, featuring whales, sea lions, seals, birds and a wide variety of underwater plants and animals. These waters are home to a thriving community of sub-tidal invertebrates, includ-ing sponges, anemones, hydroids and soft corals. Crowds of barnacles, tunicates, urchins and sea stars adorn the underwater cliffs. Fish such as sculpin, rockfish and lingcod seek refuge in the rocky crevices and undulating kelp forests. This proposal to designate the XwaYeN (Race Rocks) area as a Marine Protected Area under the Oceans Act provides the neces-sary foundation for the Minister to lead and facilitate the devel-opmentof an integrated, cooperative ecosystem-based manage-ment regime utilizing: Benefits and Costs The primary benefit of the proposed Regulations establishing the XwaYeN (Race Rocks) Marine Protected Area is that the foundation will be set for ensuring the conservation and protec-tion of a highly diverse and productive ecosystem of Canada’s oceans. It will aid in the prevention of potential ecological dete-rioration and protect the Northern abalone in that area. A subsidiary benefit of designating the XwaYeN (Race Rocks) MPA is the opportunity to initiate an integrated management regime based on a cooperative, integrated, ecosystem-based management approach to conserve and protect the area involving several federal and provincial government agencies using their respective authorities; and voluntary compliance through stewardship and cooperation with an alliance of stakeholder groups. The establishment of this MPA will also demonstrate Canada’s resolve to fulfill its commitments under the United NationsConference on the Law of the Sea (UNCLOS) and the Convention on Biological Diversity (UNEP 1994), as well as Canada’s commit-ment to the IUCN World Commission on Protected Areas Program. Four Coast Salish First Nations, Beecher Bay, T’souke, Song-hees The Race Rocks Advisory Board provided an excellentforum for issue identification, discussion and resolution. It has func-tioned well and guided the development of the proposed coopera-tive management regime. The resulting commitment to steward-ship and cooperation in the protection of this area as an MPA has laid the groundwork for a management regime through voluntary compliance that is unprecedented. In discussing and developing recommendations for designation and management of the Race Rocks Marine Protected Area, all members of the Race Rocks Advisory Board and their constitu-ents clearly understood that, upon designation, the area would be closed to harvesting (commercial and recreational) of all living marine resources. It was also accepted that this would not prevent the removal of marine organisms for scientific or educational purposes as part of an ongoing research program to assess and monitor the long-term health of the XwaYen (Race Rocks) ma-rine ecosystem. The recommendations reflect the outcome of a consensus-based process by the Race Rocks Advisory Board and directions expressed by the public, stakeholders and other partners through consultations conducted over a two-year period. In addition to sectoral consultations with stakeholders, two public sessions were conducted in February 2000. The public consultations were held to provide opportunities for information and discussion with those persons not represented by particular Contacts: Camille Mageau, Director, Marine Ecosystem Conservation, Department of Fisheries and Oceans, 200 Kent Street, Ottawa, Ontario K1A 0E6, (613) 991-1285 (Telephone), (613) 998-3329 Ann Green, Director, Legislative and Regulatory Affairs, De-partment of Fisheries and Oceans, 200 Kent Street, Ottawa, On-tario K1A 0E6, (613) 990-0162 (Telephone), (613) 990-0120 PROPOSED REGULATORY TEXT Notice is hereby given that the Governor in Council, pursuant to subsection 35(3) of the Oceans Act a ,proposes to make the annexed XwaYeN (Race Rocks) Marine Protected Area Regulations. Interested persons may make representations with respect to the proposed Regulations within 30 days after the date of publi-cation of this notice. All such representations must cite the Canada Gazette,Part I,andthedate ofpublication of this notice, and be addressed to Camille Mageau, Director, Marine Ecosystem MARC O’SULLIVAN XwaYeN (RACE ROCKS) MARINE PROTECTED
1. The area within the 20-fathom (36.58 metre) contour line as shown on the chart set out in the schedule is hereby designated as the XwaYeN (Race Rocks) Marine Protected Area. PROHIBITION 2. (1) The definitions in this subsection apply in this section. “fish” has the same meaning as in section 2 of the Fisheries Act.(poisson) “fish habitat” has the same meaning as in subsection 34(1) of the Fisheries Act.(habitat du poisson) (2) No person shall remove from XwaYeN (Race Rocks) Ma-rine These Regulations come into force on the day on which they |
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| Règlement sur la zone de protection marine XwaYeN (Race Rocks) Fondement législatif Loi sur les océans Ministère responsable Ministère des Pêches et des Océans RÉSUMÉ DE L’ÉTUDE D’IMPACT DE LA RÉGLEMENTATION DescriptionLa Loi sur les océans (la Loi) est entrée en vigueur le 31 jan-vier 1997. La partie II de la Loi permetl’établissement d’unestratégie de gestion des océans (SGO) basée sur les principes dudéveloppement durable, de la gestion intégrée et de la prévention.Cette partie de la Loi prévoit aussi l’élaboration d’outils nécessai-resà la SGO, notamment l’établissement de zones de protection marine. L’article 35 de la Loi autorise le gouverneur en conseil à dé-signer,en vertu de la réglementation, des zones de protection marines pour l’une ou plusieurs des raisons suivantes : a) la conservation et la protection des ressources halieutique commerciales ou autres, y compris les mammifères marins, et de leur habitat; La proposition pour la désignation de XwaYeN (Race Rocks) provinciaux aux pouvoirs distincts; de plus, la désignation favo-rise Le Conseil consultatif de Race Rocks représentait un excellent Internet) disposées stratégiquement. Ces mesures contribuent à un PROJET DE RÉGLEMENTATION Camille Mageau, Directrice, Conservation des écosystèmes ma-rins, Le greffier adjoint du Conseil privé, RÈGLEMENT SUR LA ZONE DE PROTECTION DÉSIGNATION (2) Il est interdit d’enlever de la zone de protection marine ENTRÉE EN VIGUEUR |
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| The complete text of the CANADA GAZETTE from which this has been copied may be found in PDF form at : http://canada.gc.ca/gazette/part1/pdf/g1-13444.pdf pages 112-120. INCLUDED on page 119 and 120 are the charts of the proposed MPA area with coordinates defined also a copy of the English version facsimile is attached below |
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