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INST 203 Indigenous Studies 1 Revision C3 (1 Solved Case)

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    INST 203 Indigenous Studies I Revision C3 Course Information Overview Indigenous Studies 203: Indigenous Studies I is a three-credit survey course that introduces historical, anthropological, sociological, and political science perspectives on the origins and implications of the major federal and provincial government policies bearing on Indigenous peoples. It analyses, in broad terms, the history of Indigenous–European relations from the beginning of contact between the two groups to the current time. The course introduces the principal legal and statutory documents, such as treaties, the Indian Act , the British North America Act of 1867, and the Constitution Act of 1982, that form the basis of Canadian state policies toward Indigenous peoples. You will be required to read both primary and secondary materials related to these policies to help you focus your thinking. Indigenous studies is a multidisciplinary field that relies on sources in many different disciplines. This course focuses primarily on sources from history, anthropology, sociology, and political science, but it also uses sources from literature, women’s studies, and the field of Indigenous studies itself. Most of these different sources are from non-Indigenous writers, but this trend is changing and there are now many Indigenous writers within these academic disciplines. Indigenous studies generally tries to balance sources between Indigenous and non-Indigenous authors, in an attempt to provide as many perspectives as possible. Although sources differ, all must be treated with the same amount of critical thought and analysis. Indigenous studies is generally described as non-exclusive : none of the readings selected for this course can be excluded on the basis of their authorship or the discipline they come from. The many different perspectives within Indigenous studies provide a richness of debate on and discussion of the issues presented in this course. Indigenous peoples’ responses to government schemes to assimilate and subordinate them to mainstream Canadian culture and interests will, therefore, present diverse viewpoints on whether Indigenous peoples today are oppressed and disadvantaged in the Canadian polity, whether their situation has improved over time, and whether improvements are likely in the foreseeable future. There are also diverse viewpoints on resistance to colonialism by Indigenous peoples, including discussions of the early relationships and trading alliances between Europeans and Indigenous peoples, the resistance to European settlement that resulted in the Royal Proclamation of 1763 , and later treaty negotiations across Canada. Resistance to colonialism by Indigenous peoples also figures prominently in contemporary issues, including revisions of the Indian Act and other actions that resulted in the entrenchment of Aboriginal rights in Section 35 of the Constitution Act of 1982. The course study guide is made up of three units, which are divided into sections. Each section has required readings and study questions to complete. Each unit has a discussion forum where you are encouraged to post comments, communicate with your peers, and share updated information sources and recent news stories relevant to the course material. You will complete three assignments for credit and a final exam.

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    You will need to request your exam 1 0 to 3 0 days before you plan to write it, depending on your situation. Note : These course materials have been designed for students who are taking the individualized-study version of this course. Students who are in a grouped-study environment should follow the course outline, study schedule, and learning activities provided by their instructor. Course Outcomes The primary aim of Indigenous Studies 203 is to provide you with a theoretical and descriptive framework for understanding the historical and contemporary issues surrounding Indigenous peoples in Canada. As you work through the course, you will acquire critical, analytical, and practical skills that will serve you well in this and other courses. When you have completed Indigenous Studies 203 you should be able to 1. discuss the anthropological, political, and sociological concepts currently used in academic discussions analysing contemporary Indigenous–non-Indigenous relations in Canada. 2. analyse the main legal and statutory documents that form the basis of Canadian federal and provincial government policies for Indigenous peoples. 3. analyse the impact of Canadian government policies on Indigenous cultures. 4. discuss how different contexts affect the meaning of terminology used to describe Indigenous people in Canada, and how these contexts can change over time. 5. analyse the response of Indigenous leaders and organizations to challenges posed by loss of Indigenous independence, and by non-Indigenous governments’ attempts to assimilate Indigenous peoples. 6. analyse Indian treaties and Aboriginal rights as defined by Indigenous people and by the Canadian judicial system. 7. discuss the emergence of the Métis as an Indigenous ethnic group, and its role in shaping provincial and federal government policies in Canada. Study Tips You may find the following steps helpful in working through the units. 1. Begin each unit by reading the unit overview. 2. Take note of the learning outcomes for each unit. They indicate what you should be looking for in the readings and provide a guide for your notes. 3. Read over the related assignment on the course home page so you know what will be required of you at the end of the unit. Determine where in the unit you can start work on each assignment. Avoid doing all your assignment work at the end of the unit. It is useful to allow yourself time to reconsider what you have written before you submit your work. 4. Read the introduction to each section and the study questions to identify the concepts dealt with in the readings. 5. Complete the assigned readings, beginning with the online notes. In the readings, look for the concepts presented in the introduction, and keep in mind the objectives for the section. Take notes as you read. 6. Complete the study questions. They are designed to make you work with the ideas presented in the assigned readings and commentaries.

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    7. Review the learning outcomes for the unit to be sure you have achieved them. If you are still unsure of any, go over the readings and the unit material again. Contact your tutor if you need additional help. 8. When you complete an assignment, upload it to the appropriate Assignment link on the course home page for grading and feedback. Then begin work on the next unit. Do not wait to receive your graded assignment before you begin the next unit. 9. When you receive feedback on your assignment, go over it carefully, paying particular attention to your tutor’s comments. If you have any questions or problems, contact your tutor. 10. When you have completed the three written assignments, please contact your tutor. If you and your tutor think you are prepared to take the final examination for this course, begin your review of the study units. Course Materials Textbooks Frideres, J.S., & Gadacz, R.R. (2012). Aboriginal peoples in Canada (9th ed)., Scarborough, ON: Pearson Education Canada. Getty, I.A.L., & Lussier, A.S. (Eds.). (1983). As long as the sun shines and water flows: A reader in Canadian Native studies. Vancouver, BC: University of British Columbia Press. Peterson, J., & Brown, J.S.H. (Eds.). (1985). The new peoples: Being and becoming Métis in North America . Winnipeg, MB: University of Manitoba Press. Digital Reading Room (DRR) The DRR contains the reading selections assigned in addition to those from the course textbooks. You will be directed to appropriate articles as you work your way through the units of the study guide. Course Outline Indigenous Studies 203 is divided into three units, outlined below: Unit 1: Identity: Social, Political, Psychological, and Legal Consequences Section 1 Identity Section 2 The Indian Act and Racial Categorization Section 3 The Indian Act and Indian Women Section 4 Terminology and Identity Unit 2: Indian Treaties Section 1 Background to Indian Treaties Section 2 The Royal Proclamation of 1763 and Subsequent Unnumbered Treaties Section 3 The Meaning of Treaties Section 4 The Numbered Treaties, 1871–1923 Section 5 Indian Understanding of Treaty Terms

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    Unit 3: The Métis: The Emergence and Status of an Aboriginal Group Section 1 What’s in a Name? The Emergence of the Métis Section 2 Indian Women and the Emergence of the Métis Section 3 The Political Emergence of the Métis Student Evaluation Your final grade in Indigenous Studies 203 will be based on your performance on the three written assignments and the final examination. To receive credit for the course, you must achieve a minimum grade of 50% on the final examination and a minimum overall course grade of 50%. Should you obtain a grade of less than 50% on the examination, you may, with the permission of the course professor, write a supplemental examination, which also has a passing grade of 50%. A fee is charged for supplemental services. Only one supplemental examination is permitted, and the higher of the two grades will be recorded as the official grade for the examination. Assignment 1 is worth 15% of your final grade and due following completion of Unit 1; Week 4 of the suggested study schedule. Assignment 2 is worth 20% of your final grade and due following completion of Unit 2; Week 8 of the suggested study schedule. Assignment 3 is worth 25% of your final grade and due following completion of Unit 3; Week 12 of the suggested study schedule. The Final Examination is worth 40% of your final grade and due following completion of Unit 3 and submission of all three written assignments; Week 15 of the suggested study schedule. Total 100% You will need to request your exam 20 to 60 days before you plan to write it, depending on your situation. Study Questions Each section of each study unit includes study questions that have been designed to reinforce the important ideas in that section. We strongly advise you to complete these questions for your own benefit; however, the study questions do not count toward your final grade. Note also that it is very important that you be able to define, in your own words, the terms introduced in each unit and to discuss the associated concepts. The Discussion Forum provided for each unit is an excellent place to talk with peers about your understanding of the ideas in INST 203. Evaluation Criteria for Written Assignments The written assignments for this course consist of three essays. For each assignment, you are required to write a single short essay from a selection of topics and submit it to your tutor for evaluation and comment. Detailed instructions are given on the Assignment links on the course home page.

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    Your tutor will, if necessary, correct and comment on grammar and spelling. Recommendations of this type are intended to help you improve your writing skills, but marks will be mainly based on the content of your work. The primary criteria used in evaluating your essays are listed below: • Relevance : Does the essay pertain to the assigned topic? • Definition and precision of terms : Have you clearly stated the meaning of the terms you use, and have you used them consistently throughout the work? • Use of evidence : Do you support your arguments with evidence from reliable sources? • Accuracy of information : Have you presented facts, rather than opinions represented as facts? Where you have presented opinions, have you supported them by facts? • Logical consistency : Are your conclusions supported by the evidence presented in your paper? The Supplementary Materials list contains works that you may find useful as you are writing your essays. For further information on writing essays, see Tips on Essay Writing below. Intellectual Integrity and Plagiarism Students enrolled in an Athabasca University course such as Indigenous Studies 203 are considered to be responsible scholars, and are therefore expected to adhere rigorously to the principles of intellectual integrity. Plagiarism is a form of intellectual dishonesty in which another’s work is presented as one’s own, and as is the case with any form of academic misconduct, plagiarism will be severely penalized. Depending on the circumstances, penalties may involve rejection of the submitted work; expulsion from the examination, the course, or the program; or legal action. Students sometimes commit plagiarism unintentionally. To avoid doing so make sure that you acknowledge all of your sources in a full and consistent manner. All direct quotes (quotations from an original work) and indirect quotes (paraphrases of ideas presented in an original work) must be acknowledged. There are three conventional ways of acknowledging sources: in-text citations, footnotes, and endnotes. We prefer that you use in-text citations combined with a full bibliography presented at the end of the essay. The in-text citation must give the name of the author, the date of publication, and the page on which the cited material appears (Doe, 2014, p. 60). The bibliographic entry for a book must provide at least the author’s last name and first name or initial, the title of the work, the place of publication, the name of the publisher and the date of publication. For journal articles, the entry must provide the author’s last name and first name or initials, the title of the article, the name, volume number and issue number of the journal, the date of publication, and the page range. Note that all of the assignments you submit for Indigenous Studies 203 must be original work completed especially for this course. The submission of assignments completed for another course, or assignments copied from another student, are both considered cheating, and will be penalized as such. See the AU calendar for current policy on academic offenses. AU Library Services and the Write Site offer extensive support for research and academic writing.

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    Suggested Study Schedule The following schedule is designed to help you organize your activities and complete the course in approximately 15 weeks. As you complete each activity, check it off so you will know it is done and can actually see the progress you are making in the course. Be sure to contact your tutor if you are having any difficulty with the material in the course or if you are unable to adhere to the schedule as suggested. You may, of course, adjust the schedule to fit your life. Note : Students who are receiving financial assistance or those in a grouped-study version of this course should check their course registration for special restrictions on the length of registration, and should be prepared to adjust their schedules. Week Study Activity 1–2 Review the Student Manual and read through the Course Information. Make initial contact with your tutor if he or she has not yet contacted you. Begin Unit 1: Identity. 3–4 Complete Unit 1: Identity. Contact your tutor to discuss Assignment 1. Complete Assignment 1, and use the online link to submit it to your tutor for evaluation and feedback. 5–6 Begin Unit 2: Indian Treaties. Contact your tutor if you have any difficulty or if you wish to discuss Assignment 1, which should have been returned to you by now. 7–8 Check the Registrar’s information to see how soon you will need to request the final examination. Complete Unit 2: Indian Treaties. Contact your tutor to discuss Assignment 2. Complete Assignment 2, and use the online link to submit it to your tutor for evaluation and feedback. 9–10 Begin Unit 3: The Métis. Contact your tutor if you have any difficulty or if you wish to discuss Assignment 2, which should have been returned to you by now. 11–12 Complete Unit 3: The Métis. Contact your tutor to discuss Assignment 3. Complete Assignment 3, and use the online link to submit it to your tutor for evaluation and feedback. 13 If you have not yet done so, request the final examination. Contact your tutor to discuss your readiness to write the final examination. 14 Continue your review of all units in preparation for the final examination. Contact your tutor if you have any difficulty or if you wish to discuss Assignment 3, which should have been returned to you by now. 15 Write the final examination. Good luck! Congratulations on completing the course!

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    Supplementary Materials List The supplementary materials list below contains works that you may find helpful if you are interested in specific questions raised by the discussions in Indigenous Studies 203 . AU Library Services and the Write Site offer extensive support for research and academic writing. You are encouraged to share updated information sources and recent news stories relevant to INST 203 with your peers in the Discussion Forum for each unit. Asch, M. (1984). Home and native land: Aboriginal rights and the Canadian constitution . Toronto, ON: Methuen. Barber, R.J., & Berdan, F.F. (1998). The emperor’s mirror: Understanding cultures through primary sources. Tucson, AZ: University of Arizona Press Barron, L.F. , & Waldram, J.B. (Eds.). (1988). 1885 and after: Native society in transition . Regina, SK: University of Regina, Canadian Plains Research Centre. Bartlett, R. H. (1988). The Indian Act of Canada (2nd ed.). Saskatoon, SK: University of Saskatchewan, Native Law Centre. Berger, T.R. (1981). Fragile freedoms: Human rights and dissent in Canada . Toronto, ON: Clarke, Irwin Boldt, M. (1993). Surviving as Indians: The challenge of self-government . Toronto, ON: University of Toronto Press. Brown, J.S.H. (1980). Strangers in blood: Fur trade company families in Indian country . Vancouver, BC: University of British Columbia Press. Brown, J.S.H., & Vibert, E. (Eds.). (1996). Reading beyond words: Contexts for Native history . Peterborough, ON: Broadview Press Bussidor, I., & Bilgen-Reinhart, U. (1997). Night spirits: The story of the relocation of the Sayisi Dene . Winnipeg, MB: University of Manitoba Press. Campbell, M. (1973). Halfbreed . Vancouver, BC: McClelland and Stewart. Campbell, M. (1995). Stories of the road allowance people . Princeton, NJ: Theytus Cardinal, H. (1999). The unjust society . Vancouver, BC: Douglas and McIntyre Cardinal, H., & Hildebrandt, W. (2000). Treaty Elders of Saskatchewan: Our dream is that our peoples will one day be clearly recognized as first nations . Calgary, AB: University of Calgary Press. Dickason, O.P. (2002). Canada’s first nations: A history of founding peoples from earliest times (3rd ed.). Oxford: Oxford University Press. Dyck, N. (Ed.). (1985). Indigenous peoples and the nation-state: “Fourth world” politics in Canada, Australia, and Norway . St. John’s, NL: Memorial University of Newfoundland Press. Flanagan, T. (1979). Louis “David” Riel: Prophet of the New World . Toronto, ON: University of Toronto Press.

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    Francis, D. (1992). The imaginary Indian: The image of the Indian in Canadian culture . Vancouver, BC: Arsenal Pulp Press Fumoleau, R. (1973). As long as this land shall last: A history of Treaty 8 and 11, 1870–1939 . Toronto: McClelland and Stewart. Goodwill, J., & Sullivan, N. (1992). John Tootoosis . Winnipeg, MB: Pemmican Publications. Government of Canada. (1985). Task Force to Review Comprehensive Claims Policy. Living treaties, lasting agreements: Report of the task force . Ottawa, ON: Department of Indian Affairs and Northern Development. King, T. (1994). Green grass, running water . Toronto, ON: Harper Perennial. Kulchyski, P., McCaskill, D., & Newhouse, D. (Eds.). (1999). In the words of Elders: Native cultures in transition . Toronto, ON: University of Toronto Press. Laliberte, R.F. (2000). Expressions in Canadian Native Studies . Saskatoon, SK: University of Saskatchewan Extension Press. Little Bear, L., Boldt, M. & Long, J.A. (Eds.). (1984). Pathways to self-determination: Canadian Indians and the Canadian state . Toronto, ON: University of Toronto Press. Long, J.A. & Boldt, M. (1988). Governments in conflict? Provinces and Indian nations in C anada. Toronto, ON: University of Toronto Press Macklem, P. (2001). Indigenous difference and the constitution of Canada . Toronto, ON: University of Toronto Press. Mcfarlane, P. (1993). Brotherhood to nationhood: George Manuel and the making of the modern Indian movement . Toronto, ON: Between the Lines. Mercredi, O., & Turpel, M.E. (1994). In the rapids: Navigating the future of First Nations . Toronto, ON: Penguin. Miller, C., & Chuchryk, P. (Eds.) (1996). Women of the first nations: Power, wisdom, and strength . Winnipeg, MB: University of Manitoba Press. Miller, J.R. (1989). Skyscrapers hide the heavens: A history of Indian–White relations in Canada . Toronto, ON: University of Toronto Press. Morse, B., (Ed.). (1985). Aboriginal peoples and the law: Indian, Métis and Inuit rights in Canada . Ottawa, ON: Carleton University Press. Purich, D. (1988). The Métis . Toronto, ON: Lorimer. Prins, H.E.L. (1996). The Mi’kmaq: Resistance, accommodation, and cultural survival . Toronto, ON: Harcourt Brace.

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    Ray, A.J., Miller, J., & Tough, F. (2000). Bounty and benevolence: A documentary history of Saskatchewan treaties . Montreal, PQ: McGill-Queens. Ross, R. (1996). Returning to the teachings: Exploring Aboriginal justice . Toronto, ON: Penguin. Running Wolf, M.B., & Smith, P.C. (2003). On the trail of Elder Brother: Glous’cap stories of the Micmac Indians . New York: Persea. Sawchuk, J. (1978). The Métis of Manitoba: Reformulation of an ethnic identity . Toronto, ON: P. Martin Associates. Smith, D. (1993). The seventh fire: The struggle for Aboriginal government . Toronto, ON: Key Porter. Tanner, A. (Ed.). (1983). The politics of Indianness: Case studies of Native ethnopolitics in Canada . St. John’s, NL: Institute of Social and Economic Research, Memorial University of Newfoundland. Van Kirk, S. (1980). “Many tender ties”: Women in fur trade society in Western Canada . Winnipeg, MB: Watson and Dwyer. Venne, S.H. (1998). Our Elders understand our rights: Evolving international law regarding Indigenous rights . Princeton, NJ: Theytus. Tips on Essay Writing An essay written for a university course serves two main purposes. The first and most obvious is pedagogical: researching a topic and writing about it is an excellent way of learning. The second function served is evaluation: an essay enables the instructor to assess the student’s ability to explain the subject in a lucid and cogent fashion, to integrate the different types of material covered, to analyse events or themes, and to place them in a comprehensible order. Although developing good essay writing skills is important, it need not be an arduous task. . AU Library Services and the Write Site offer extensive support for research and academic writing. A few basic principles that students must keep in mind are listed below. 1. An essay should have an evident structure . Open your essay with an introduction that states the problem you wish to explore or the question you plan to answer. Examine the most important facets of the topic, and discuss the issues that have been (or ought to be) the subject of scholarly debate. Develop your own argument, and present your evidence in the body of the essay. When your argument is complete and well presented, end your work with a conclusion that summarizes the problem or question and states your judgement or answer. 2. An essay should contain a well-developed argument and the evidence for this intellectual position. It should contain a point of view, perhaps more than one, expressed logically and supported by evidence that has been appropriately documented; and it should lead to a conclusion that appears natural and persuasive in the light of the evidence presented. An essay must also contain a discussion and analysis of the material that is balanced and judicious, taking opposing arguments into account, and recognizing where the available information is insufficient or inconclusive. 3. An essay must be based on adequate and appropriate reading and reflection , and must acknowledge intellectual indebtedness through proper citations. A superior essay should also

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    show evidence of individual thought: originality will be valued highly by the marker, provided, of course, that the case is properly argued and not merely eccentric. Your grade will reflect how well you have met these standards. In attempting to achieve these goals, you will develop and practise several intellectual skills that will prove invaluable to you throughout your university career: 1. the ability to analyse the significance of primary source material; 2. the ability to synthesize information from a variety of sources; 3. the ability to make appropriate use of secondary source material (e.g., summarizing the research that has been done on a topic, placing it in context, and noting similarities to and differences from other writers’ presentations); 4. the habit of documenting, carefully and honestly, the sources of your information and ideas; and 5. the ability to develop a cogent, balanced, and well-supported argument. These skills are necessary for essay writing, and they are developed by essay writing. One of the benefits of refining these skills is that they will serve you not only in the classroom, but also in every other area of your life. Structure There is no single model that you must follow to write a good essay. Thoughtful, creative, and well- argued essays may be organized in various ways. However, if you need help with the mechanics of constructing essays, the following suggestions will help you to organize and to write your assignments. Introduction or Thesis Statement Begin your essay by stating the problem, issue, or topic that you are going to address in the paper, and outline the approach you are going to take in dealing with it. This initial paragraph is sometimes called a thesis statement . A thesis statement is a sentence or series of sentences that defines a subject and a particular position on or understanding of that subject. To construct a thesis statement, you must have a general understanding of the topic and a considerable amount of detailed and specific knowledge of the material; and you must have thought through what you are going to say in the paper. You must have considered each argument that supports your view and each argument that undermines it. You must also have analysed the most reasonable means of presenting your argument. So, although you only need to provide a single statement, to produce that statement you must (a) know the parameters of the question; (b) know the specific vocabulary that describes the question; and (c) be familiar with the arguments that support, and those that undermine, your position on the question. You should regard your initial thesis statement as tentative and preliminary in nature. As you continue to analyse your material, your approach may well shift. Keep the statement in mind, but be flexible. Do not reject information or fail to include it because it disproves your statement. The statement you begin with may change several times as you progress . You may find yourself reorganizing the order of the material, shifting the discussion, or changing your position. Do not be alarmed by this process: it is an

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    1. Introduction 2. Main Body indicator that you are thinking and coming to grips with your material. You may find that you end up writing the final version of your introduction after you have completed the main body of your paper. Organization Most people find it useful to construct an outline of the main components of the paper and then follow the outline when writing the text. The statement of organization is a short passage that follows your thesis statement and explains how you will analyse the topic and present your arguments. It helps you clarify how you will prove and document your ideas, and it serves your reader as a conceptual map of the structure of your paper. An essay is composed of an introduction, a main body, and a conclusion. Of course, the main body of the essay will be a lot longer than either the introduction or the conclusion, and will normally contain several different topics and discussions. As you sketch an outline, the main body of the essay will expand to accommodate these various sections. Consequently, your essay outline may at some point look like this: Interesting opening sentence (background, quotation, something to interest and entice the reader) Thesis statement Statement of organization (the order of the points you will make to justify your interpretation) Section 1 a. Statement of main idea or key argument b. Supporting evidence • dates/statistics • illustration/example • sequence of events c. Summary of the main point d. Transition to Section 2 Section 2 a. Main idea b. Supporting discussion c. Summary d. Transition to Section 3 Section 3 . . . Section 4 . . . etc.

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    3. Conclusion a. a. Reiteration of the initial problem or question at issue b. b. Summary of your analysis and key arguments (including all the main topics covered) c. c. Overall conclusion based on evidence presented With a complete and thoughtful outline, the writing of the essay is simply a matter of fitting the research you have done into the pattern that you have made. Just follow the outline, making sure that the progression of information is logical and that your arguments are well supported by evidence and analysis. Editing In writing a final draft, the quality of language and the logic of the argument are the principal concerns: by the final draft, there should be no factual, grammatical, spelling, or punctuation errors. Producing the final draft is a matter of refining and editing your penultimate draft. There are two types of editing. The first, often called substantive editing , is for sense: read each sentence making certain that it is complete (has a subject, a verb, and if necessary, an object) and that the preceding and following sentences are linked and logical. Examine each section of the essay for clarity and coherence. You might ask yourself the questions listed below. 1. Introduction: Is it interesting? Is the thesis statement clear? Does it define the exact subject and express a point of view? Does the statement of organization cover all the topics? 2. Main Body: Does each paragraph cover a different point? Is it relevant to the thesis? Does it have a topic sentence? Are details present, and do they support the topic sentence, and in turn, the thesis? Does it provide proper references? Does it contain a rich vocabulary? 3. Conclusion: Does it restate the thesis? Does it provide a summary of the material? Does it present a clear, valid conclusion? The second type of editing is copy editing and is effectively done line by line, from the end to the beginning of the document. As you copy edit, you check spelling, punctuation, footnote numbers, consistency of capitalization, etc. This step is a crucial one in the preparation of essays, because many small, annoying errors can be as damaging to the sense and impact of your essay as a few large, obvious ones. Good copy editing is a difficult task for an author. A different pair of eyes, coming fresh to the text, will normally pick up typographical errors that you have missed simply because you are too familiar with your own work to notice them. Therefore, if you can find someone else to help you read your final draft, you will almost certainly end up with a cleaner, more error-free, manuscript. An alternative strategy is to put your final draft in a drawer for a couple of days before attempting to copy edit it yourself. Even if time pressure precludes this option and you have nobody available to help you, it is important that you do your best to copy edit your paper. Copy editing is the last stage of the essay writing process. It will be very evident to your reader if you have not taken the trouble to finish the job properly. References You will need to do two things to properly acknowledge sources: cite them as you use the information in your essay, for example, (Thompson, 1990, p. 161), and list the sources you have used following a specific format, usually a list at the end of your essay with the heading References. You can also use

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    footnotes or endnotes rather than in-text citations to list and cite sources, but this is a little more complex. Word-processing programs such as Word have built-in functions to create footnotes, etc., should you choose to use them. In any case, for this course, APA style is preferred for listing and citing sources. When you write an academic essay, it is sometimes difficult to know when to cite information. As a rule of thumb, any material that you introduce from a source you have consulted should be cited unless it could be considered common knowledge. It is important to document figures, dates, and specific events as well as ideas. Knowing when to cite a source is a skill that you will develop as you refine your writing. It is better to cite too much than too little. There are three occasions when citations are necessary: 1. A citation must always accompany a quotation. The essay is a product of your thinking and should be written in your own words. You may, however, come across a passage in your reading that expresses perfectly an idea that you think is necessary to include. Simply to copy another writer’s text into your essay without acknowledging the source is plagiarism. In academic circles plagiarism is considered a grave offence, and it can lead to serious consequences. You may, however, copy the passage and acknowledge the source in a citation. If the quotation is longer than four or five lines, it should be indented and single-spaced, and followed by a citation. 2. Citations are also used to acknowledge intellectual indebtedness in a more general manner. For example, you may have summarized in one paragraph the main ideas and arguments of a scholarly paper. This is called paraphrasing , or restating the ideas in your own words. Even if you have employed no direct quotations, it is customary to have a citation at the end of the paragraph indicating the source of the information contained therein. 3. Similarly, if you are discussing (in your own words) several alternative interpretations of a topic or controversial issue you should use citations to indicate to your reader the books and articles in which each of these interpretations has been advanced. Often the way in which a topic or issue is conceptualized, and the terms that are employed to discuss it, implicitly suggest an interpretation or perspective on the subject. Different authors use the same or similar terminology, but they mean something different by those same words. In each of these cases, the material you have cited, the phrase, or sentence, should be followed by a citation, which will be fully listed in your references section. For example, a reference to Thompson in the essay (Thompson, 1990, p. 161) would be included in the reference list: Thompson, J.B. (1990). Ideology and modern culture. Stanford, CA: Stanford University Press. When using either footnotes or endnotes, the number refers to the material that appears at the bottom of the page (footnotes) or on a separate page at the end of your essay (endnotes). The first time you refer to a book, you should provide full bibliographical reference: 1. Thompson, J.B. (1990). Ideology and modern culture . Stanford, CA: Stanford University Press. The second time the book appears, you can cite it as follows: 11. Thompson, Ideology , p. 162.

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    Note : Footnotes, endnotes, or unnumbered notes may also be used to make an explanation that would otherwise interrupt the flow of the argument, to explain a foreign word or phrase, or to give additional biographical information. However, if you find that you are using explanatory notes too often, you should rethink your outline. Generally, if something is important enough to be included in your essay at all, it should find an appropriate place in your main text. Explanatory notes should be the exception, not the rule, and you should always have a very good reason for resorting to them. The last step in essay preparation is a separate listing of all the works that you have cited in your essay, the references list. This is the minimum requirement. Your assignment may ask for a fuller list of works actually used in the process of writing your essay, including books you read but did not quote from, as well as books you quoted or cited. This is usually call the bibliography . In either case, the list should be arranged alphabetically by the first author’s surname and initials. The units of the study guide contain suitable examples. Essay Presentation For the convenience of your tutor, leave fairly wide margins. They facilitate the insertion of corrections and comments, and make your essay easier to read (a decided psychological advantage). The ideal margins are approximately 2.5 centimetres at the top, bottom, left-hand, and right-hand side. Please double-space your paper. Before submitting your essay, be sure to proof-read it carefully to catch any spelling mistakes, punctuation errors, and the like. Unit 1 – Identity: Social, Political, Psychological, and Legal Consequences Overview Unit 1 introduces the concept of “identity” as used in anthropology and other social sciences. The unit opens with an exploration of various perspectives on the importance of identity formation and identity maintenance in shaping people’s values and behaviours. It continues with a discussion of the use of identifiers for Indigenous groups in Canada. Although the identifier “Indian” has gained wide acceptance by ethnographers, Indigenous peoples, bureaucrats, and the public, it does not provide an explanation of the legal status of Indigenous peoples or describe the complexities, similarities, and differences among the many different Aboriginal/Indigenous communities in Canada. The unit continues with a reading by James Frideres and Rene Gadacz, who survey the effects of urbanization on Indigenous Canadians. Frideres and Gadacz note that after World War II, Canada ceased to be dependent on a rural, agricultural economic system, becoming instead an industrialized, urban society. As a result, Indigenous Canadians found themselves migrating to urban centres in larger numbers than before. Frideres and Gadacz discuss the impact of the urban experience on Indigenous identity. In the second assigned reading for this unit, the author, Noel Dyck, demonstrates how ethnic distinctions serve to divide Indigenous peoples in Canada. Dyck examines the political implications of labelling Indigenous peoples in a particular jurisdiction—the province of Saskatchewan.

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    The next reading, an article by James Waldram, shows how identities structured around ethnic status affect inter-ethnic and interpersonal relations among Indigenous peoples in the subarctic region of Western Canada. Beginning in Section 2, the unit traces the historical development of the Indian Act as an instrument for ethnic labelling in Canada. The Act is examined from a sociological point of view, through a reading from Frideres and Gadacz, which concludes that the Act is a discriminatory piece of legislation. The assigned reading by John S. Milloy reveals the early, comprehensive Indian Act and subsequent legislation as parts of a strategy designed to ensure that Indigenous people abandoned their political independence and assimilated into Euro-Canadian culture. The historical development of the Indian Act is treated in the two chapters by J. Leslie and R. Maguire, who examine the various legislative changes the Act has undergone up to the contemporary period. In Section 3 of this unit, Kathleen Jamieson introduces a feminist perspective on aspects of the Act , arguing that they have discriminated against women, and Lilianne Krosenbrink-Gelissen explores the efforts of Native women’s groups to attain equal rights by amendments to the Indian Act and the Canadian constitution. The final section expands notions of identity by exploring how terminology used to describe peoples indigenous to Canada and the US has changed. The unit ends with a discussion of various terms that have been used to describe Indigenous peoples and how they have impacted the identities of Indigenous peoples. Note : Be sure that you understand the basic terms and issues presented in each section before moving on in the unit. Test yourself by answering the study questions at the end of each section. Discuss the material in each section with your tutor to confirm that you understand it. Brief glossaries are given in Sections 1 and 3. Outcomes When you have completed Unit 1, you should be able to 1. discuss how the concept of identity affects the self-image of an individual or group, and the implications of these effects on the identity of Indigenous people. 2. distinguish among the various statuses conferred on Indigenous people in Canada as a result of Canadian legal definitions of Indigenous identity. 3. assess the social, political, economic, and psychological implications of the Canadian legal identification of Indigenous people for inter-ethnic and familial relationships. 4. outline the changes to the Indian Act that have been enacted by the federal government for the purpose of assimilating Indigenous peoples. 5. analyse the discriminatory provisions of the Indian Act from a historical perspective to determine how they have affected the position of Indigenous women in Indigenous communities and in Canadian society generally. 6. discuss the efforts of Indigenous women to attain equal rights through legislative changes to the Indian Act and the Constitution Act of 1982. 7. discuss the context of identifiers or the general terms used to describe Indigenous people in Canada.

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