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 courses. If for any reason the Class
Syllabus does not match the print Course Guide or online course information, the Class syllabus shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
Aboriginal Governance and Politics
TERM:
Winter 2017
COURSE CODE:
POLS 222
DELIVERY:
Online
COURSE CREDITS:
3
START DATE:
January 4, 2017
COURSE SECTION:
W02-W99
END DATE:
April 6, 2017
Course Description
An analysis of existing and emerging systems of Aboriginal governance and politics at the local,
regional, provincial and national levels in Canada.
Prerequisite(s): POLS 111 and POLS 112; or 60 credit units at university level.
Course Objectives
By the end of this course, students should be able to:
1. Examine theoretical and practical ideas and approaches to Aboriginal government and
politics.
2. Compare Aboriginal and non-Aboriginal concepts related to conflict between Aboriginal
and non-Aboriginal peoples.
3. Examine intergovernmental arrangements between the Federal, Provincial and
Aboriginal governments related to Aboriginal governments capacity.
4. Explain historical Aboriginal political issues and how they relate to contemporary
governance.
5. Explore Indian, Métis, and Inuit challenges in Canada.
Course Overview
This course consists of 10 modules about Aboriginal governance and politics. In addition to the
textbook, required readings will be available in the modules in Blackboard. Students will be
required to conduct media analyses, participate in weekly discussions, write a research paper,
and write a final examination for this course.
POLS 222.3 – Aboriginal Governance and Politics
Your Instructor
Nicole Wegner
Contact Information
Email: [email protected]
Response Time: 24 hours
If I am called away for a period of time, I will inform the class on the Announcements board, and
I will let you know when I can be expected to be online again. I check the course website on a
daily basis to check on the progress of class discussions.
Profile
I am an instructor in the Department of Political Studies at the University of Saskatchewan. I
completed my undergraduate degree at the University of Saskatchewan in International Studies,
and did my Masters and Doctoral studies in Political Science at McMaster University in
Hamilton, Ontario. I strive to help students foster an interest in politics and welcome student
feedback and questions in my courses.
Required Resources
Readings/Textbooks
Miller, J.R. (2004). Lethal Legacy: Current Native Controversies in Canada. Toronto: McClelland
and Stewart. ISBN: 978-0-7710-5903-2
Textbooks are available from the University of Saskatchewan Bookstore:
http://www.usask.ca/bookstore/
Supplementary Resources
Finnbogason, Jack & Al Valleau. A Canadian Writer’s Pocket Guide, 5th ed. Nelson College
Indigenous. ISBN: 978-0-17-653161-4
Additional Resources
Additional readings are provided in the online modules as PDFs in Blackboard or links.
Note: If any of the links don’t work for you, try copying and pasting the url into a browser. If you
need further assistance, please contact your instructor. Also note that an electronic version of
this syllabus is available on the DEU web site for your convenience in accessing the links at
http://distanceeducation.usask.ca/academics/class-syllabus.php
Downloads
Some downloads may require Adobe Reader. To install this software, click this link and follow
the download and installation instructions: http://get.adobe.com/reader
Page 2 of 13
POLS 222.3 – Aboriginal Governance and Politics
Class Schedule
Week
Module
Readings
Evaluation Due
Date
1
Introduction
January 4-6
Familiarize yourself with Blackboard
Read syllabus
thoroughly.
2
Module 1:
The Politics of
Aboriginal
Identity
January 9-13
Jim Miller “Designer Labels” in Lethal Legacy: Current
Native Controversies in Canada. Toronto: McClelland
and Stewart, 2004, 1-51. [Textbook]
Respond to
discussion question
on Blackboard
Schouls, Tim. “Approaches to Aboriginal Identity.” In
Shifting Boundaries: Aboriginal Identity, Pluralist
Theory, and the Politics of Self- Government, 39-59.
Vancouver, BC: UBC Press, 2003.
[PDF in Blackboard]
Coates, Ken. “Being aboriginal” the cultural politics of
identity, membership and belonging among First
Nations in Canada” Canadian Issues. Vol. 21.
pp. 23-41 [Library]
3
Module 2:
Introduction to
Aboriginal
Governance
January 16-20
Royal Commission on Aboriginal Peoples. “Governance.”
Report of the Royal Commission on Aboriginal
Peoples. Volume 2, Part 1, Ch. 3, sections 3.1 – 3.2.
Ottawa: Canada Communication Group, 1996. [Online]
http://www.collectionscanada.gc.ca/webarchives/20071
124130703/http://www.aincinac.gc.ca/ch/rcap/sg/shm3_e.html
Respond to
discussion question
on Blackboard
Newhouse, David. “From the Tribal to the Modern: The
Development of Modern Aboriginal Society.” In
Expressions in Canadian Studies, edited by R.F.
Laliberte et al. 395-409. Saskatoon, SK: University
Extension Press, 2000. [PDF in Blackboard]
Harding, R. (2005) "The media, Aboriginal people, and
common sense." Canadian Journal of Native
Studies 25 (1) pp. 311-335. [Online]
http://www3.brandonu.ca/library/cjns/25.1/cjnsv25no1_
pg311-335.pdf
4
Module 3:
Colonialism
January 23-27
Champagne, Duane. “A Multidimensional Theory of
Colonialism: The Native North American Experience,”
Journal of American Studies of Turkey 3 (1996): 3-14.
[PDF in Blackboard]
Respond to
discussion question
on Blackboard
Canadian Charter of Rights and Freedoms. (Constitution
Act, 1982). Available at
http://www.parl.gc.ca/About/Parliament/Education/OurC
ountryOurParliament/html_booklet/canadian-charterrights-and-freedoms-e.html
[for Learning Activities 3-3 and 3-4]
Page 3 of 13
POLS 222.3 – Aboriginal Governance and Politics
Week
Module
Readings
Evaluation Due
Date
Truth and Reconciliation Commission of Canada: Calls to
Action. (2015). Available at:
http://nctr.ca/assets/reports/Calls_to_Action_English2.p
df [for Learning Activity 3-5]
Ladner, K.L. and M. McCrossan. (2014) “Whose Shared
History?” in Labour/Le Travail. (Spring), pp. 200-202
[Library]
5
6
Module 4:
Treaty
Relationships
January 30Feburary 3
J.R. Miller, “‘A Strong Promise:’ Treaties.” In Lethal
Legacy. McClelland & Stewart, 2004:106-164.
[Textbook]
Module 5:
Indian Act
February 6-10
Canada. Royal Commission on Aboriginal Peoples. “The
Indian Act.” Report of the Royal Commission on
Aboriginal Peoples. Volume 1 (Part 2). Ottawa: Canada
Communication Group, 1996. [Online]
http://www.collectionscanada.gc.ca/webarchives/20071
124124337/http://www.aincinac.gc.ca/ch/rcap/sg/sgm9_e.html
Respond to
discussion question
on Blackboard
Timeline and maps of historic Treaty information.
[Online] http://www.aadncaandc.gc.ca/eng/1100100032297
Respond to
discussion question
on Blackboard
Term Paper outline
due February 10 by
11:59pm
Indian Act. R.S.C.,1985, c I-5. [Online] http://lawslois.justice.gc.ca/eng/acts/I-5/page-4.html
Canada. INAC "Explanatory Paper: Proposed
Amendments to the Indian Act Affecting Indian
Registration". (March 2010). [Online]
https://www.aadnc-aandc.gc.ca/DAM/DAM-INTERHQ/STAGING/texte-text/ep_1100100032512_eng.pdf
The corbiere ruling. [Online]
http://www.ubcic.bc.ca/files/PDF/corbiere.pdf
[for Learning Activity 5-1]
Re-assessing the Population Impacts of Bill C-31.
[Online]
http://publications.gc.ca/collections/Collection/R2-3632004E.pdf [for Learning Activity 5-2]
Lawrence, Bonita. (2003) “Gender, Race, and the
Regulation of Native Identity in Canada and the United
States: An Overview”. Hypatia. 18(2) (Spring) pp. 3-31.
[Library]
Lavoie, Josie and Evelyn L. Forget. (2011). “Legislating
Identity: The Legacy of the Indian Act in Eroding
Access to Health Care”. The Canadian Journal of
Native Studies. 31(1) pp. 125-138. [Library]
Page 4 of 13
POLS 222.3 – Aboriginal Governance and Politics
Week
7
Module
Readings
Module 6:
Section 35
Constitution
Act
Giokas, John. (November 15, 2000). Recognition,
Reconciliation and Healing. Report prepared for the
Aboriginal Justice Implementation Commission
(Manitoba). [Online]
http://www.ajic.mb.ca/recognition.pdf
February 1317
Smith, Melvin. (September 1, 2000). “Some Perspectives
on the Origin and Meaning of Section 35 of the
Constitution Act, 1982,” Public Policy Sources, no. 41.
Vancouver: Fraser Institute, 2000. [Online]
http://www.fraserinstitute.org/content/someperspectives-origin-and-meaning-section-35constitution-act-1982
Evaluation Due
Date
Respond to
discussion question
on Blackboard
McMillan, Jane L. (2012). “Mu Kisi Maqumawkik Pasik
Kataq – We cannot only eat eels: Mi’kmaq contested
histories and uncontested silences”. The Canadian
Journal of Native Studies. 32(1) pp. 119-142 [Library]
Section 24 of the Charter http://lawslois.justice.gc.ca/eng/const/page-15.html
[For Learning Activity 6-1]
8
Module 7:
Metis Self
Determination
February 27March 3
Mid-Term Break - February 20-25
No evaluations due
Reading the following documents for background
information on Métis history and current issues
[PDF’s in Blackboard]:
Respond to
discussion question
on Blackboard
Ÿ Guay, Marcel, The Métis
Ÿ Guay, Marcel, Who Are the Métis?
Ÿ Guay, Marcel, Métis Groups
Ÿ Métis Governance in Saskatchewan for the 21st
Century: Views and Visions of the Métis People.
Chapter 2: History of Métis Governance in
Saskatchewan
Qualifying as a Métis. [Online]
http://www.canadianmetis.com/Qualifying.htm.
[for Learning Activity 7-1]
Provincial Métis Council. [Online] http://www.mns.ca/pages/governance.html.
[for Learning Activity 7-2]
Métis, non-status Indian ruling could cost 'billions.'
[Online]
http://www.cbc.ca/news/canada/m%C3%A9tis-nonstatus-indian-ruling-could-cost-billions-1.1319948.
[for Learning Activity 7-3]
Page 5 of 13
POLS 222.3 – Aboriginal Governance and Politics
Week
Module
Readings
Evaluation Due
Date
Sawchuk, J. (2001). “Negotiating an Identity: Metis
Political Organizations, the Canadian Government, and
Competing Concepts of Aboriginality” American Indian
Quarterly. Vol 25. No. 1 (Winter) pp. 73-92 [Library]
9
Module 8:
Towards an
Aboriginal
Order of
Government
March 6-10
Government of Canada, Royal Commission on Aboriginal
Peoples. “Governance.” Report of the Royal
Commission on Aboriginal Peoples Vol. 2 (part 1,
chapter 3), sub 2.1-2.3. Ottawa: Canada
Communication Group,1996. [Online]
http://www.collectionscanada.gc.ca/webarchives/20071
124130703/http://www.aincinac.gc.ca/ch/rcap/sg/shm3_e.html
Respond to
discussion question
on Blackboard
Miller, J.R. “‘According to Our Ancient Customs’:
Treaties.” In Lethal Legacy: Current Native
Controversies in Canada. Toronto: McClelland &
Stewart (2004): 52-105. [Textbook]
Canadian War Museum’s historical overview on
Aboriginal service members. [Online]
http://www.warmuseum.ca/firstworldwar/history/people/i
n-uniform/first-nations-soldiers/
[for Learning Activity 8-1]
10
and
11
Module 9:
Case Study
Yukon
March 13-17
March 20-24
Government of Canada, Royal Commission on Aboriginal
Peoples. “Governance.” Report of the Royal
Commission on Aboriginal Peoples vol. 2 (part 1,
chapter 3), pp. 245-310, sub. 3.1 - 3.2. Canada
Communication Group: Ottawa, 1996. [Online]
http://www.collectionscanada.gc.ca/webarchives/20071
124130703/http://www.aincinac.gc.ca/ch/rcap/sg/shm3_e.html
Respond to
discussion question
on Blackboard
Fact Sheet – A Results-Based Approach to
Comprehensive Land Claim and Self-Government
Negotiations. (July 31, 2014). Indigenous and Northern
Affairs Canada. Available at: http://www.aadncaandc.gc.ca/eng/1406824128903/1406824211834 [for
Learning Activity 9-2]
Teslin Tlingit Council Business Development. [Online]
http://www.ttlp.com/index.php?navigate=showaboutusit
em&titlepart=about&aboutusitem=12
[for Learning Activity 9-3]
Abele, F. and Michael J. Prince (2006) “Four Pathways to
Aboriginal Self-Government in Canada”. American
Review of Canadian Studies. Vol 36. No. 4 Pp. 568595. [Library]
Page 6 of 13
POLS 222.3 – Aboriginal Governance and Politics
Week
Module
Readings
Evaluation Due
Date
Kulchyski, Peter. (2015) “Trail to Tears: Concerning
Modern Treaties in Northern Canada” The Canadian
Journal of Native Studies. 35(1) pp. 69-81. [Library]
12
Module 10:
Aboriginal
Organizations
March 27-31
United Nations Declaration on the Rights of Indigenous
Peoples. (March 2008). [Online]
http://www.un.org/esa/socdev/unpfii/documents/DRIPS
_en.pdf
Respond to
discussion question
on Blackboard
Ladner, K.L. (2001) “Negotiated Inferiority: The Royal
Commission on Aboriginal People’s Vision of a
renewed Relationship” American Review of Canadian
Studies. Vol. 31, Nos. 1-2 pp. 241-264 [Library]
Canadian War Museum. First Nations Soldiers. Available
at:
http://www.warmuseum.ca/cwm/exhibitions/guerre/firstnations-e.aspx [for Learning Activity 10-1]
The United Nations Declaration on the Rights of
Indigenous Peoples (UNDRIP): What It Says and What
It Means for First Nations in Canada. (December 4,
2007). Assembly of First Nations. Available at:
http://www.afn.ca/uploads/files/07-124_un_declaration_flyer_fe.pdf
[for Learning Activity 10-4]
Stanton, Kim. (2011) “Canada’s Truth and Reconciliation
Commission: Settling the Past?” in International
Indigenous Policy Journal. 2(3). [Library]
Petoukhov, Konstantin. (2013) “Recognition,
Redistribution, and Representation: Assessing the
Transformative Potential of Reparations for the Indian
Residential Schools Experience”. McGill Sociological
Review. Vol. 3 pp. 73–91. [Library]
13
Term Paper Due
Final Exam preparation (April 3-6)
FINAL EXAM
Online Exam (April 7-29)
Term Paper due
April 3 by 11:59pm
Exact date 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.
Page 7 of 13
POLS 222.3 – Aboriginal Governance and Politics
Grading Scheme
Weekly Discussions
10%
Term Paper Outline
20%
Research Paper
35%
Final Exam
35%
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/academicaffairs/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 (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 distanceeducation.usask.ca/support/writing-centre.php.
Term Paper Outline
Value:
20% of final grade
Due Date:
See Class Schedule
Purpose:
Development of critical writing skills.
Description: Students must submit a term paper outline for instructor review and feedback.
Students will complete a template (provided by the instructor on Blackboard) of a term paper
outline. The outline will include a thesis statement (argumentative), three primary arguments to
be used in the paper, and an annotated bibliography of a minimum of three sources that will be
used for research. A helpful guide for completing the annotated bibliography is found here:
http://guides.library.cornell.edu/annotatedbibliography
Page 8 of 13
POLS 222.3 – Aboriginal Governance and Politics
Student Discussion Responses
Value:
10% of final grade
Due Date:
See Class Schedule
Purpose:
Questions to enhance the Required Readings.
Description: Students will be required to answer a discussion question posted on the
Blackboard discussion thread. Each Module response is worth 1%, for a total of 10% of their
final grade. Answers should be approximately 250 words and directly relate the reading material
to the question.
Research Paper
Value:
35% of final grade
Due Date:
See Class Schedule.
Purpose:
Paper should demonstrate that the student has expanded their personal
knowledge base about Aboriginal governance and politics and has communicated his/her
knowledge through standard written academic format.
Description: The research paper should be no longer than 2,500 words, single-spaced.
Assignments must use proper in-text citation (APA) and a minimum of 3 academic research
sources. Please use Arial 11 font and include your name, student number, and paper title at the
top of the first page (no title page required).
Paper topics will be made available on Blackboard.
Marking rubric will be made available on Blackboard.
Late or Missed Assignment Policy: Due on date specified. Late assignments will be
deducted 10% per week late. In the event that a student is unable to meet the Research Paper
due date, alternate arrangements can be made (without mark penalty) if he/she is able to
provide documentation of medical or compassionate grounds.
Final Examination:
Value:
35% of final grade
Date:
See Class Schedule
Purpose:
The final exam is designed to assess how well students have synthesized their
readings and discussions to expand their understandings of Aboriginal governance and politics.
Description: The final exam will be open-book, online, and comprehensive. It is essay-style
questions, to be answered in 750 words per question.
Missed Exam Policy: In the event a student misses the Final Exam sitting, deferred exams can
be made up (without mark penalty) if he/she is able to provide documentation of medical or
compassionate grounds.
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.
Page 9 of 13
POLS 222.3 – Aboriginal Governance and Politics
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 very
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 Guidelines for
Academic Conduct. More information is available at
http://www.usask.ca/secretariat/index.php
Submitting Assignments
Assignments need to be submitted electronically using the Blackboard Assignments Tool.
Save your file as “.doc” or “.docx” and submit it as an attachment in the Blackboard
Assignments Tool. Further information is provided in your online course.
Please note that assignments need to be submitted by 4:00 p.m. on the due date.
All assignments submitted after the due date are subject to the specified late penalties. Late
assignments will be graded but will not receive comments or written feedback.
You should keep a personal copy of all assignments submitted.
Additional Information
Students must pass a minimum of the Research Paper and the Final Exam in order to be
eligible to receive a passing grade for this course.
Students can view their Assessments page online to access the marking sheets to be used by
the facilitator for each Assignment.
Students with Disabilities
If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly
encouraged to register with Disability Services for Students (DSS). In order to access DSS
programs and supports, you must follow DSS policy and procedures. If you suspect you may
have a disability, contact DSS for advice and referrals. For more information,
see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].
Integrity Defined
“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
Page 10 of 13
POLS 222.3 – Aboriginal Governance and Politics
Module Objectives
Module 1: The Politics of Aboriginal Identity
1. Explain the basic concept and components of identity.
2. Explore the political implications of identity for Aboriginal and state governance.
3. Analyze why local/community definitions of Aboriginal identity often differ from state
definitions.
4. Critically assess the problems associated with concepts of identity restricted to culture
and nationalism.
5. Evaluate the role that media and arts play in identity formation and promotion.
6. Investigate present and future challenges to the self-determination of Aboriginal identity.
Module 2: Introduction to Aboriginal Governance
1. Evaluate the importance of discourse on Aboriginal self-government in Canadian state
and social relations.
2. Assess motivations that underpin demands for increased representation of Aboriginal
peoples within Canadian state and society.
3. Explore the key features of the contemporary political environment facing Aboriginal
peoples and their governments.
4. Compare the complexity and diversity of Aboriginal peoples and their interests.
5. Assess the important role that traditional forms and practices of governance continue to
play in modern Aboriginal societies.
Module 3: Colonialism
1. Examine the concept of colonialism.
2. Explain key features of the legacy of colonialism in Aboriginal communities.
3. Assess how colonialism in its various political, economic, cultural, social, and spiritual
contexts has affected Aboriginal identity.
Module 4: Treaty Relationships
1. Assess the complexities of Treaties and Treaty relationships.
2. Contrast the different methods of interpreting Treaties within the Canadian constitutional
framework.
3. Compare key political issues and competing interests involved in the negotiation of
historical Treaties.
Module 5: Indian Act
1. Investigate the Indian Act from an historical perspective.
2. Contrast the conflicting values and principles between Aboriginal and colonial
governments contained within the Indian Act.
3. Identify how the Indian Act affected leadership selection and membership status in
Aboriginal communities.
4. Identify examples of gender discrimination within Indian Act membership and status
provisions.
5. Assess the Royal Commission’s perspectives on Indian Act reform, amendment or
renewal processes.
Page 11 of 13
POLS 222.3 – Aboriginal Governance and Politics
Module 6: Section 35, Constitution Act
1. Explore the meaning and content of section 35 (s.35) of the Canadian Constitution Act,
1982.
2. Compose political and/or legal impacts of s.35 of the Canadian Constitution Act, 1982.
3. Investigate principles of interpretation developed by the courts regarding s.35 of the
Canadian Constitution Act, 1982.
Module 7: Métis Self Determination
1. Investigate the historical background of the Métis in Canada.
2. Identify the existing governance structures of the Métis Nation - Saskatchewan.
3. Examine the basic structure of the Métis in Saskatchewan as laid out in the Métis Act
and the Constitution of the Métis Nation - Saskatchewan.
4. Discuss governance issues faced by the Métis Nation.
5. Examine developments in legal recognition of Métis status in Canada.
Module 8: Towards an Aboriginal Order of Government
1. Explain the concept of self-government.
2. Explain the importance of historical forms of government on modern aspirations of selfgovernment.
3. Compare different conceptions and visions of self-government on the continuum of selfgovernment.
Module 9: Northern Aboriginal Governance
1. Assess First Nations’ motivation to enter into self-government agreements.
2. Recommend benefits for self-governing and self-determining Aboriginal communities.
3. Explore challenges involved in the negotiation and implementation of Aboriginal selfgovernment agreements.
4. Assess the current status of self-government in Yukon Territory.
Module 10: Aboriginal Organizations
1. Examine the history and evolution of Aboriginal organizations in Canada.
2. Rate different political strategies used by various Aboriginal organizations.
3. Assess how unique visions of nationalism have affected Aboriginal organizing.
4. Assess why Aboriginal organizations must achieve legitimacy to be effective.
5. Identify functions and objectives of political lobbying.
6. Assess the impact of Aboriginal organizations within Canadian politics.
Acknowledgments
Course Authors
Anna Hunter, Department of Political Studies, University of Saskatchewan
Revisions 2013-14 and October 2016:
Nicole Wegner, Department of Political Studies, University of Saskatchewan
Page 12 of 13
POLS 222.3 – Aboriginal Governance and Politics
Instructional Designers
Mary Dykes, DEU. University of Saskatchewan
Revisions 2013-14 and October 2016:
Jeanette McKee, Distance Education Unit, University of Saskatchewan
Page 13 of 13