221 Cumberland Ave North

Saskatoon SK S7N 1M3 Canada

Telephone: 306-966-5563

Please Note: This Class Syllabus is an important step in updating the format of our distance classes. If for any reason the Class Syllabus does
not match the print Course Guide or online class information, the Class Syllabus shall be taken as correct.

CLASS SYLLABUS
COURSE TITLE: Aboriginal Peoples and Canadian Politics TERM: Winter 2017
COURSE CODE: INDG 264 DELIVERY: Online
COURSE CREDITS: 3 START DATE: January 4, 2017
COURSE SECTION: W02-W99 END DATE: April 6, 2017

Course Description
An analysis of contemporary Canadian political and administrative processes as they affect
Indigenous Peoples. Emphasis will be placed on the Federal system of government and its
effects on Indigenous identity, community programs and local autonomy.

Note: Students with credit for NS 207, NS 263, or NS 264 may not take this course for
credit. This course was labeled NS 264 until 2015.

rerequisite(s): NS 107.3 or INDG 107.3 and 3 additional credit units from ANTH, ARCH,
ECON, GEOG, INDG, LING, NS, POLS, PSY, SOC, or WGST

Course Learning Outcomes

By the end of this class, students should be able to:

1. Think critically about the political history of Indigenous-Canada relations over the past
three centuries
2. Perform reading analyses, demonstrate appropriate writing skills, and different
approaches to writing critical analyses
3. Demonstrate comprehensive knowledge of a specific example of colonialism and self-
determination and its affects.

December 22, 2016 jt ck cb ss

 INDG 264.3 - Aboriginal Peoples and Canadian
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Course Overview
This course will familiarize you with the basic historical and political effects of colonialism
and political resistance in what is now called Canada. It will begin with an overview of early
Indigenous political practices, as well as the engagement of Indigenous governance with
the political institutions of newcomer societies. It will then analyze the shift from a
relationship between free peoples and political equals towards the “internalized” settler
colonial regime that typifies Canada today. This course situates its analysis in the point of
view of the Indigenous peoples of North America, examining attempts to resolve the long-
standing colonial contradictions of Canada-Indigenous relations, and assessing Canada’s
attempts to end this relationship through the assimilation and statist “accommodation” of
Indigenous peoples.

As an online course we will be employing a range of state-of-the-art distance learning

approaches, online seminars, case studies, self-review techniques, all of which
supplement more traditional university educational techniques.

Class Author:
Adam Geaudry, Ph.D.

Your Instructor
Sherri Swidrovich, M.A.

Contact Information
Phone: 306-249-1578
Email: please use Class Email link on Blackboard

In order to provide face-to-face interaction in a distance learning course, I will be holding

biweekly “digital office hours.” This will allow us to speak either “face-to-face” over skype,
or by telephone. Because we will not be seeing each other in class, I would like email to
remain for short question-answer discussions and to schedule a “face-to-face” meeting
during office hours.

If you’d like to schedule a time to chat during my virtual office hours, please email me 24
hours before my office hours begin and we’ll arrange a time to chat.

Office Hours
TBD – Will be announced. Check with your instructor once the course begins.

Profile
Sherri Swidrovich, M.A. is an Indigenous (First Nations) woman and a Sessional
Lecturer in The Department of Indigenous Studies at the University of Saskatchewan.

Sherri received her undergraduate and graduate degrees at the University of

Saskatchewan, Department of Indigenous Studies (formerly Native Studies) as well.

Sherri’s M.A. thesis explores the paradigm of the “Sixties’ Scoop” understanding of

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Indigenous child welfare and examines the resulting implications of those First Nations
children who had positive experiences within non-Aboriginal foster or adoptive care. This
project argues that the widely accepted premises of the ‘Sixties Scoop” paradigm has
been insufficiently researched and is ineffective on its own as a tool in providing a
comprehensive and accurate understanding the history of child welfare in Canada.

Sherri has published work in the Native Studies Review and is currently editing and
revising a manuscript based on her personal life history in foster care (currently under
review for publication).

Since beginning as a T.A. with the Department of Indigenous (formerly Native) Studies
in1998, she had gone on to teach a variety of classes for the Department. Additionally, she
has also taught various Indigenous Studies classes at First Nations University of Canada
Saskatoon Campus.

Required Resources
Readings/Textbooks
None. Readings are provided in the online course material.

Mobile Access
Blackboard Mobile LearnTM is an app that is available on many devices including iOS® and
Android™ for those occasional times when you may want mobile access. It is still recommended
that you use a laptop or desktop computer for the majority of your online studies.

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Class Schedule
Evaluation
Week Module Readings/Media
Due Date
Jan. 4- Module 1: The Deloria, Vine Jr. “The Spiritual Universe & End Notes.” In The
13, 2017 Oldest Traditions World We Used to Live In: Remembering the Powers of the
of Indigenous Medicine Men, 193-214, 224-225. Golden, CO: Fulcrum
Governance Publishing, 2006.

Rasmussen, Brander. “Writing and Colonial Conflict.” In

Queequeg’s Coffin: Indigenous Literacies and Early
American Literature, 17-48. Durham: Duke University Press,
2012.

Rasmussen, Brander. “End Notes.” In Queequeg’s Coffin:

Indigenous Literacies and Early American Literature, 148-
161. Durham: Duke University Press, 2012.
http://reader.dukeupress.edu/queequegs-coffin/163

Watch – UNBOXED: Lyotard, Postmodernism & the

Metanarrative: http://youtu.be/uEpZJ0NpxH8

Watch - Colonialism: http://www.youtube.com/watch?v=wjigi-

ObCzE

Watch – The Indian: Dying Indian Chief Contemplating the

Progress of Civilization:
http://www.youtube.com/watch?v=vvnpaA6mIEA

Watch – Lakota Winter Counts:

http://www.youtube.com/watch?v=XNaYrAKiZmw

Watch – A Brief Introduction to Wampum:

http://www.youtube.com/watch?v=oSrWCkvOFa0
Watch - Cherokee language/Syllabary Sound:
http://www.youtube.com/watch?v=NxXcIH4Btb8

Watch - The White Man's Burden

http://www.youtube.com/watch?v=cS__4F8QSNU

Jan. 16- Module 2: How Williams, Robert, Jr. “Treaties as Connections.” In Linking
20 Canada Arms Together: American Indian Treaty Visions of Law and
Governs: Peace, 1600-1800, 62-82. New York: Routledge, 1999.
Treaties, the
Royal Borrows, John. “Questioning Canada’s Title to Land: The
Proclamation, Rule of Law, Aboriginal Peoples, and Colonialism.” In
and the Doctrine Recovering Canada: The Resurgence of Indigenous Law,
of Discovery 111-139. Toronto: University of Toronto Press, 2002.

Watch - As Long as the Sun Shines – the spirit & intent of

treaties: http://youtu.be/3m47ZWjkAM0

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Evaluation
Week Module Readings/Media
Due Date
Watch – Radisson_and_Groseilliers.wmv:
http://youtu.be/AaP0R5AIP9A

Watch – Doctrine of Discovery/Native American Treaties:

http://youtu.be/kVo4htA9MK8

Watch – John & Lindsay Borrows – The Green Interview:

http://youtu.be/psDx0KA02A0

Watch – The Royal Proclamation of 1763 and First Nations:

http://youtu.be/ZPXfRMTu2jY

Watch – Hi-Ho Mistahey! (Trailer):

https://www.youtube.com/watch?v=h9v9qHXmM2k

Jan. Module 3: Early Witgen, Michael. “European Interlopers and the Politics of the
23-27 Indigenous- Native New World.” In An Infinity of Nations: How the Native
European New World Shaped Early North America, 168-211.
Diplomacy: The Philadelphia: University of Pennsylvania Press, 2012.
Fur Trade and
HBC Witgen, Michael. “End Notes.” In An Infinity of Nations: How
“Governance” the Native New World Shaped Early North America, 401-
409. Philadelphia: University of Pennsylvania Press, 2012.
http://site.ebrary.com/lib/usask/reader.action?docID=10
642739&ppg=382

Jan. Module 4: Early Miller, J.R. “‘I think that the Queen Mother has offered us a
30 - Treaty- Making new way: Southern Numbered Treaties, 1871-1877 & End
with Canada Notes.” In Compact, Contract, Covenant: Aboriginal Treaty-
Feb.3
Making in Canada, 150-186, 328-331. Toronto: University of
Toronto Press, 2009.

Venne, Sharon. “Understanding Treaty 6: An Indigenous

Perspective.” In Aboriginal Treaty Rights in Canada: Essays
of Law, Equality, and Respect for Difference, edited by
Michael Asch, 173-207. Vancouver, UBC Press, 1997.

Read - Settler Treaty Card:

http://briarpatchmagazine.com/settlertreatycard

Watch – Engaging Minds: Jim Miller:

http://www.youtube.com/watch?v=Usy0zQfbDGI

Watch – The Last Words of Cree Chief Big Bear:

http://www.youtube.com/watch?v=kWOHfB1FRrE

Watch – Nation to Nation: Royal Proclamation of 1763:

https://www.youtube.com/watch?v=eFyuI7gzy_0

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Evaluation
Week Module Readings/Media
Due Date
Feb. 6-10 Module 5: Tully, James. “The Struggles of Indigenous Peoples for and of
Domesticated Freedom & End Notes.” In Political Theory and the Rights of
and Internalized Indigenous Peoples, edited by Duncan Ivison, Paul Patton,
Colonial and Will Sanders, 36-59, 260-264. Cambridge: Cambridge
Governance University Press, 2000.

Alfred, Taiaiake. “Sovereignty: An Inappropriate Concept and

Colonial Mentalities.” In Peace, Power Righteousness: An
Indigenous Manifesto, 79-113. Oxford University Press,
2009.

Watch – Faces of UVic Research: James Tully:

https://youtu.be/9a4A2pgfbTo

Watch – ‘Idle No More’:

https://www.youtube.com/watch?v=MXytIEd3Ptk

Watch – Russ Diabo Interview:

https://www.youtube.com/watch?v=YdhRCkUV6pA

Watch – Gerald Taiaiake Alfred Promo:

https://www.youtube.com/watch?v=SPVfWhLLmY8

Watch – Taiaiake Alfred: Practical Decolonialization:

https://www.youtube.com/watch?v=pq87xqSMrDw

Watch – NO to The First Nation Education Act:

https://www.youtube.com/watch?v=xWIe24Qxa-8

Watch – STATUS:
https://www.youtube.com/watch?v=y4IMXLYMQ3U

Feb.13 - Module 6: Turner, Dale. “White Paper Liberalism and the Problem of
17 Renewing the Aboriginal Participation.” In This is Not a Peace Pipe:
Relationship: Towards a Critical Indigenous Philosophy, 12-37. Toronto:
Indigenous University of Toronto Press, 2006.
Governance and
the Canadian Watch - “Dancing Around the Table,” parts 1 and 2 at:
Constitutional http://www.nfb.ca/film/dancing_around_the_table_1/ and
Debates http://www.nfb.ca/film/dancing_around_the_table_part_two/

Feb.20 Winter MID-TERM BREAK – No Classes or Evaluations

- 24
Feb. 27 – Module 7: Oka to Russell, Peter. “Oka to Ipperwash: The Necessity of Paper
Mar 3 Ipperwash to Flashpoint Events.” In This is an Honour Song: Twenty Proposal
Caledonia: Two Years Since the Blockades, edited by Leanne Simpson and Due
Decades of Kiera Ladner, 29-46. Winnipeg: Arbiter Ring Publishing, March 3
Grassroots 2010. [PDF in Blackboard]
Indigenous
Resurgence

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Evaluation
Week Module Readings/Media
Due Date
Read - Rex Murphy’s A rude dismissal of Canada’s
generosity, National Post, (for case study)
http://fullcomment.nationalpost.com/2013/10/19/rex-murphy-a-
rude-dismissal-of-canadas-generosity/

Read - Montgomery, Nick - “Dear Rex, Colonialism exists and

you’re it.” http://cultivatingalternatives.com/2013/10/20/dear-
rex-colonialism-exists-and-youre-it/

Read - Simpson, Leanne - "Elsipogtog Protest: We're Only

Seeing Half the Story" http://www.huffingtonpost.ca/leanne-
simpson/elsipogtog-racism_b_4139367.html

Watch - Woodcarver:
https://www.youtube.com/watch?v=sx4JLPBMUx0

Watch – The Oka Crisis CBC:

https://www.youtube.com/watch?v=61ldZTjlfgE

Watch – “Ipperwash: A Canadian Tragedy” TV Documentary

1 – Intro to a Racist Killing:
https://www.youtube.com/watch?v=vG4fbgnsEmg

Watch – Shale Gas protestors and RCMP - Rexton:

https://www.youtube.com/watch?v=UkTmDLRqD4k

Watch - OPP Raid at Caledonia, Ontario:

https://www.youtube.com/watch?v=gbbe4dkH1cU

Watch – “Indian lazing around on welfare”: Mayor of

Caledonia: https://www.youtube.com/watch?v=TQ_8NNKjK8Y

Mar. 6-10 Module 8: Ladner, Kiera. “Negotiated Inferiority: The Royal Commission
Renewing the on Aboriginal People’s Vision of a Renewed Relationship.”
Relationship, American Review of Canadian Studies 31, nos. 1-2 (2001):
Again: RCAP vs. 241-264.
Treaty
Constitutionalism Tully, James. “The Negotiation of Reconciliation.” In Public
Philosophy in a New Key: Volume I, Democracy and Civic
Freedom, 223-256. Cambridge: Cambridge University
Press, 2009.

Watch - Reclaiming PKOLS (Mt. Douglas) – May 22, 2013:

Call to Action:
http://www.youtube.com/watch?v=qlO1OXkijYU

Watch – Reclaiming PKOLS - Climbing the mountain:

http://www.youtube.com/watch?v=ZIw5B7aPXWM

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Evaluation
Week Module Readings/Media
Due Date
Mar. 13 - Module: 9 What Slowey, Gabrielle. “Globalization and Self-Government:
17 It’s Really About: Impacts and Implications for First Nations in Canada.”
‘Self- American Review of Canadian Studies 31, nos. 1-2 (2001):
Government’ 265-281.
and http://dx.doi.org.cyber.usask.ca/10.1080/027220101094815
‘Management’ of 94
Resources on
Indigenous Nadasdy, Paul. “'Property' and Aboriginal Land Claims in the
Lands Canadian Subarctic: Some Theoretical Considerations.”
American Anthropologist 104, no. 1 (2002): 247-261.

Read and Watch – (For Case Study):

Ronson, Jacqueline. “Peel Watershed Open for Business.”

Yukon News, January 22, 2014. http://yukon-
news.com/news/peel-watershed-open-for-business/

Ronson, Jacqueline. “First Nations Announce Peel Lawsuit.”

Yukon News, January 24, 2014. http://yukon-
news.com/news/first-nations-announce-peel-lawsuit/
Coates, Ken & Amanda Graham. “The Yukon Could be a
Model for Consultation.” Yukon News, October 16, 2013.
http://yukon-news.com/letters-opinions/the-yukon-could-be-
a-model-for-consultation/

Optional – for context -CPAWS, Three Rivers: the Journey –

an artistic odyssey in the Yukon’s Peel River Watershed.
The Canadian Parks and Wilderness Society – Yukon
Chapter. (this is not available online, but I’m told CPAWS
allows its free distribution for educational purposes).

Watch – Protect the Peel River Watershed:

http://www.youtube.com/watch?v=J1_wTQh1fRg

Watch – The Peel Watershed – Protect Democracy:

http://www.youtube.com/watch?v=qfRmz3usHsg

Mar. 20- Module 10: Altamirano-Jimenez, Isabelle. “The Nisga’a ‘Common Bowl,’
24 Renewing the Gender, and Property Rights.” In Indigenous Encounters
Relationship, Yet with Neoliberalism: Place, Women, and the Environment in
Again: Canada and Mexico, 121-148. Vancouver: UBC Press,
‘Accommodation’ 2013.
and the Modern
Day Treaty Alfred, Taiaiake. “Deconstructing the British Columbia Treaty
Process Process.” Balayi, Culture and Colonialism 3 (2001): 37-65.
http://fngovernance.org/ncfng_research/bctreatyprocess.pdf

Watch - Nisga’a Treaty Implementation, (as part of Case

Study): https://youtu.be/7_--Sk-aAig

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Evaluation
Week Module Readings/Media
Due Date
Mar. Module 11: Alfred, Taiaiake. “Spaces we occupy.” In Wasáse: Indigenous
27-31 Resurgence and Pathways of Action and Freedom, 126-140. Toronto, ON:
Self- University of Toronto Press, 2005.
Determination
Corntassel, Jeff. “Toward Sustainable Self- Determination:
Re-thinking Contemporary Indigenous- Rights Discourse.”
Alternatives 33, no.1 (2008): 105-132.

Watch – CBQM (as part of Case Study):

http://www.nfb.ca/film/cbqm

Apr. 3-6 Module 12: Idle Memmi, Albert. “Does the Colonial Exist?” In The Colonizer Research
No More and and the Colonized, 47-62. Boston: Beacon Press, 1991. Paper Due
Future Social April 5
Movements Tuck, Eve & Wayne K. Yang. “Decolonization is not a
Metaphor.” Decolonization: Indigeneity, Education & Society
1, no. 1 (2012): 1-40.

Watch – First Nations Dance of Canada. Vancouver Olympics

Opening Ceremonies (first 10 minutes):
http://www.youtube.com/watch?v=B0M4g7P9raM

Watch – Olympic Protest in Canada Day 1. Indigenous Anti-

Olympic Resistance:
http://www.youtube.com/watch?v=JVhu7sHtcnM

Watch - Idle No More Round Dance Mall of America:

http://www.youtube.com/watch?v=Vn5PFHlm1ak

Watch – First Nations Leaders Storm Parliament Hill over

Budget Bill: http://youtu.be/T3PIxp_blfw

Watch – Matthew Coon Come vs Women. Indigenous

Women Shame Coon-Come:
http://www.youtube.com/watch?v=YnFQT1-zlBw

FINAL EXAM Online Final Exam April 7 –

29
Exact date/time TBA

Note: If for any reason the Class Syllabus Reading List does not match the Module
Reading List, the Class Syllabus shall be taken as correct.

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Grading Scheme
Reading Analysis Assignments – x 8 (Graded 30%
out of 10 (weighted at 3.75 each)
Paper Proposal – Due March 3 by 11:55 pm 15%
Research Paper- Due April 5 by 11:55 pm 25%
Final Exam - TBA 30%
Total 100%

Information on literal descriptors for grading at the University of Saskatchewan can be

found at: https://students.usask.ca/academics/grading/grading-system.php

Please note: There are different literal descriptors for undergraduate and graduate
students.

More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found at:
http://policies.usask.ca/policies/academic-affairs/academic-courses.php

The University of Saskatchewan Learning Charter is intended to define aspirations about

the learning experience that the University aims to provide, and the roles to be played in
realizing these aspirations by students, instructors and the institution. A copy of the
Learning Charter can be found at: http://www.usask.ca/learning_charter/

Evaluation Components
DEU Writing Centre - Quality writing help for free!
Anyone taking a distance class (off-campus, online, independent studies, televised, or multi–
mode delivery) administered by the DEU can use this free service. The Writing Centre provides
tools and support to help you write effective essays, reports, or reviews. Simply submit a project
draft, and a qualified tutor will assess your work and offer advice to improve your project.
Contact the DEU Writing Centre at and offer advice to improve your project. Contact the DEU
Writing Centre at distanceeducation.usask.ca/support/writing-centre.php.

Assignment 1: Reading Analyses

Value: 30% weight of final grade (8 analyses x 3.75 – graded out of 10 marks each)
Due Date: Ongoing Throughout the Term – selected reading by Wed of that week See
evaluations in Blackboard.
Purpose: These short assignments will help to develop analytical and writing skills.
These are not only important interdisciplinary skills, but are also important life skills that
help you to make informed decisions through critical examination.
Description: You are responsible for submitting reading analysis assignments for 8 of the
various readings and/or films during the course of the term. For these assignments you

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must hand in 8 two-page papers (double-spaced) that each contain a one-page

summary of the article or film and a one-page in-depth analysis of the article or film. Each
paper will receive a mark for its quality of summary, analysis, and critical examination.

In producing an article or film summary you should highlight the major argument, themes,
and concepts. You don’t need to produce a list summary (a list of points in the original
order they are presented); indeed, top marks will be given to those who can most clearly
identify the major points and discard that which is less important. Write as if you were
explaining it to your family or friends, rather than reproducing the film/paper’s argument.

You must also provide an analysis of the reading or film. An analysis will involve an
application of the themes or concepts identified in the summary to another topic of interest
to you, or other course readings/films/lectures. You should also provide some critical
analysis of the reading or film (see example assignments). I do not expect critiques of the
style or structure of the piece (ie. “the author backed up all their arguments” and “the
author’s argument was easy to follow”). In academia this is all a given, you must dig
deeper. What are the theoretical strengths/weaknesses? Do the authors contradict
themselves? Is there another reading we’ve done that can shed light on/undermine this
author’s claims?

No bibliography or title page is necessary, but all material referenced from the reading
should include a page number via a footnote citation in Chicago Style (first note to include
full reference). Any additional material cited should contain bibliographic information in a
footnote.

Assignment 2: Paper Proposal

Value: 15% of final grade
Due Date: March 3, 2016 by 11:55 pm
Purpose: This is an opportunity for you to propose a topic for the final paper and to
receive feedback on the basic arguments that will inform your final paper.
Description: You will submit a topic proposal for their final research paper. This proposal
will total no more than 6 pages (which includes bibliography). A cover page is not
required. Your proposal will include a basic thesis, a general outline of the structure of the
final paper, including the preliminary argument overview and an accounting of selected
sources. It is not expected that this proposal will be conclusive, but a successful proposal
will demonstrate that meaningful thought has been put into the final assignment, and will
clearly show that significant research has been done, and that you can see parallels
between course content (readings, films and learning materials) and outside sources,
events and case studies.

Requirements:

Structure:

i). introduction to case study: what topic of concern are you writing about (course theme)
and why (your research questions: what do you want to learn about it).

ii). Proposed thesis statement.

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iii). Argument /paper outline: how are you going to accomplish convincing your audience to
understand and agree with your argument? How will your ideas and supporting
information/evidence be arranged? Within this section, in the process of demonstrating
your key points of argument/analysis, you should incorporate class materials and make
specific reference to at least 3 class sources (of any type).

iv). List of 4 sources from your research (bibliographic format). Under each title, provide a
brief summary of the author’s argument and key themes or ideas included in work. Most
importantly, demonstrate the value of this work to your own paper and argument.

v). bibliography page: list all sources referred to in your proposal (including those from
class material) in proper bibliographic format.

Format: Min. of 5 pages (max 6) double spaced Times Roman 12 font with ‘normal’ 1”
margins on all sides. You will use both course learning material and at least four of the five
required additional sources (books or peer-reviewed work only). A complete bibliography
will be provided at the end (including all sources utilized and referred to in proposal).
[remember, minimum of 3 sources from class material (any source – video, article etc)
should be noted within your proposal outline/argument summary and a minimum of 4 of
your required 5 additional sources should be included in the overview of sources section].

Your proposal will be graded on the completeness of the above requirements as well as
on the ability to present your ideas in a coherent and logical format, which demonstrates
your ability to understand and synthesize class materials with relevant ideas from your
research.

*sample of proposal provided in class materials

Assignment 3: Research Paper

Value: 25% of final grade
Due Date: April 5, 2016 by 11:55 pm
Purpose: This final paper is designed for students to systematize the course content
into a research paper, with an opportunity to explore a topic of interest in greater detail.
Description: You will write an 8 to10 page paper on a topic of your choice (related to the
course content). You are expected to consult the literature of the course, and use it to
analyze a case study of Indigenous politics in a contemporary Canadian context not
covered by the course. For example, you may choose to examine what social service
provision would look like in the context of a treaty-federalist relationship, or one could re-
examine Treaty 6's education agreement from a Cree perspective. Regardless of your
topic, it is very important to account for the perspective/ positions of Indigenous people.
As much as possible, consider the role of resistance, cultural resurgence, and settler
colonialism as well. Your work will be evaluated on your engagement and use of course
material, your synthesis of course material with a relevant example not covered in the
course, and specifically, the ability to think critically about the role of colonialism and
resistance in this case study. You must also include at least five additional sources from
outside of the course readings not used in the proposal.

Other possible ideas:

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1. Consider the relationship that evolved after the Numbered Treaty period. How might
‘reconciliation’ be possible specifically through the Treaty relationship today? (you may
have to ‘narrow’ this specifically; for example, in terms of education agreement within
Treaty 6 noted above)

2. Reconciliation: Consider the various nature of ‘harms’ to Indigenous people as a result

of colonization. Through analyzing efforts/proposals related to reconciling the relationship,
what would you identify as the greatest identifiable weaknesses in approaching this
process? Where are the most significant areas of potential? Finally, do you see
reconciliation occurring in the near future?

Requirements: 8 (min) to 10 (max) pages in length (NOT including footnotes/cover

page/bibliography). Double spaced/ Times Roman 12 font only/ “normal” 1” margins on
all sides/ Microsoft Word doc./ Chicago Style of Referencing with use of Arabic numbering
(please consult a Style Guide if necessary).

Final Exam
Value: 30% of final grade
Date: See Class Schedule
Length: 3 hours
Purpose: To demonstrate useful understanding of the course material covered
in the readings, modules, and in the weekly seminars.
Description: You will write an online open book exam within PAWS Course Tools. As
the exam is timed, you will not have time to look-up answers and should not rely on your
readings or notes to complete the exam as you will run out of time before they have a
chance to finish. You will be given three hours to complete two short answer questions
and one long-answer essay question. More than one option for each section will be
available. Each question will ask you to synthesize the work of two or more thinkers, and
will require you to engage with the full range of material covered in the course modules,
readings, and seminars. Marks will be given based on the level of detail, accuracy, and
complexity of each answer.

Date and time of your online final examination will be posted in the Final Examination schedule
in your PAWS account. More details will also be posted in your online class.

Please note that online exams are viewed and treated the same as any other exam. Online
exams are tracked and monitored for irregularities.

Any collusion, collaborating, copying, cheating or any form of academic misconduct is a serious
offence at the University of Saskatchewan and could result in suspension or expulsion from the
University.

It is your responsibility to be familiar with the University of Saskatchewan policies and

procedures on Academic and Non-Academic Conduct. More information is available at
http://www.usask.ca/secretariat/index.php

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Submitting Assignments and Late Policy

You will submit your work via the Blackboard Learn Assignment dropbox by 11:55 pm on
the due date indicated in the Class Schedule (or anytime earlier than that). It is your
responsibility to verify assignment submission on Blackboard.

Late essay assignments will be docked 10% for each day they are late. For proposals or
essays that are more than 5 days (including weekend days), a grade of 0 will be assigned.
If the research essay is not submitted within 5 days of due date, there will be a final
grade of INF for the class and maximum possible grade assigned will be 49% or less
(based on other class work/exam). Extensions are granted ONLY in the case of medical
or family emergencies and with submission of formal documentation.

Reading Analysis assignments must be submitted by Wednesday no later than

11:55 pm the week that they are assigned. Late reading analysis assignments will not
be accepted for any reason, except in cases of medical emergency.

Additional Information
Writing Conventions
This course requires the use of Chicago Manual of Style, which is the standard in the
discipline of Native/ Indigenous Studies. If you are unfamiliar with this referencing format,
please consult a Style Guide.

Students with Disabilities

Students who have disabilities (learning, medical, physical, or mental health) are strongly
encouraged to register with Disability Services for Students (DSS) if they have not already
done so. Students who suspect they may have disabilities should contact DSS for advice
and referrals. In order to access DSS programs and supports, students must follow DSS
policy and procedures. For more information, check
http://www.students.usask.ca/disability/, or contact DSS at 966-7273 or dss@usask.ca.

Integrity Defined (from the Office of the University Secretary)

“Integrity is expected of all students in their academic work – class participation,
examinations, assignments, research, practica – and in their non-academic interactions
and activities as well.” (Office of the University Secretary). It is your responsibility to be
familiar with the University of Saskatchewan policies and procedures on Academic and Non-
Academic Conduct. More information is available at http://www.usask.ca/secretariat/index.php

Acknowledgements
Class Author
Adam Gaudry, Ph.D. (Assistant Professor, Department of Indigenouse Studies, University
of Saskatchewan)

Instructional Design and Class Development

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 INDG 264.3 - Aboriginal Peoples and Canadian
Politics

Jordan Epp, M.Ed (Instructional Designer, Distance Education Unit, University of

Saskatchewan)

Kristine Dreaver-Charles, M.Sc.Ed. (Instructional Designer, Distance Education Unit,

University of Saskatchewan)

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