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

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INST 203 Indigenous Studies I Revision C3Course InformationOverviewIndigenous Studies 203: Indigenous Studies Iis a three-credit survey course that introduces historical,anthropological, sociological, and political science perspectives on the origins and implications of themajor federal and provincial government policies bearing on Indigenous peoples. It analyses, in broadterms, the history of Indigenous–European relations from the beginning of contact between the twogroups to the current time. The course introduces the principal legal and statutory documents, such astreaties, theIndian Act, theBritish North America Actof 1867, and theConstitution Actof 1982, thatform the basis of Canadian state policies toward Indigenous peoples. You will be required to read bothprimary 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. Thiscourse focuses primarily on sources from history, anthropology, sociology, and political science, but italso uses sources from literature, women’s studies, and the field of Indigenous studies itself. Most ofthese different sources are from non-Indigenous writers, but this trend is changing and there are nowmany Indigenous writers within these academic disciplines. Indigenous studies generally tries to balancesources between Indigenous and non-Indigenous authors, in an attempt to provide as manyperspectives as possible.Although sources differ, all must be treated with the same amount of critical thought and analysis.Indigenous studies is generally described asnon-exclusive: none of the readings selected for this coursecan be excluded on the basis of their authorship or the discipline they come from. The many differentperspectives within Indigenous studies provide a richness of debate on and discussion of the issuespresented in this course.Indigenous peoples’ responses to government schemes to assimilate and subordinate them tomainstream Canadian culture and interests will, therefore, present diverse viewpoints on whetherIndigenous peoples today are oppressed and disadvantaged in the Canadian polity, whether theirsituation has improved over time, and whether improvements are likely in the foreseeable future. Thereare also diverse viewpoints on resistance to colonialism by Indigenous peoples, including discussions ofthe early relationships and trading alliances between Europeans and Indigenous peoples, the resistanceto European settlement that resulted in theRoyal Proclamation of 1763, and later treaty negotiationsacross Canada. Resistance to colonialism by Indigenous peoples also figures prominently incontemporary issues, including revisions of theIndian Actand other actions that resulted in theentrenchment of Aboriginal rights in Section 35 of theConstitution Actof 1982.The course study guide is made up of three units, which are divided into sections. Each section hasrequired readings and study questions to complete. Each unit has a discussion forum where you areencouraged to post comments, communicate with your peers, and share updated information sourcesand recent news stories relevant to the course material. You will complete three assignments for creditand a final exam.

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You will need to request your exam10 to30 days before you plan to write it, depending on yoursituation.Note: These course materials have been designed for students who are taking the individualized-studyversion of this course. Students who are in a grouped-study environment should follow the courseoutline, study schedule, and learning activities provided by their instructor.Course OutcomesThe primary aim ofIndigenous Studies 203is to provide you with a theoretical and descriptiveframework for understanding the historical and contemporary issues surrounding Indigenous peoples inCanada. As you work through the course, you will acquire critical, analytical, and practical skills that willserve you well in this and other courses.When you have completedIndigenous Studies 203you should be able to1.discuss the anthropological, political, and sociological concepts currently used in academicdiscussions analysing contemporary Indigenous–non-Indigenous relations in Canada.2.analyse the main legal and statutory documents that form the basis of Canadian federal andprovincial 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 Indigenouspeople in Canada, and how these contexts can change over time.5.analyse the response of Indigenous leaders and organizations to challenges posed by loss ofIndigenous independence, and by non-Indigenous governments’ attempts to assimilateIndigenous peoples.6.analyse Indian treaties and Aboriginal rights as defined by Indigenous people and by theCanadian judicial system.7.discuss the emergence of the Métis as an Indigenous ethnic group, and its role in shapingprovincial and federal government policies in Canada.Study TipsYou 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 forin 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 requiredof you at the end of the unit. Determine where in the unit you can start work on eachassignment. Avoid doing all your assignment work at the end of the unit. It is useful to allowyourself 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 dealtwith in the readings.5.Complete the assigned readings, beginning with the online notes. In the readings, look for theconcepts presented in the introduction, and keep in mind the objectives for the section. Takenotes as you read.6.Complete the study questions. They are designed to make you work with the ideas presented inthe 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 stillunsure of any, go over the readings and the unit material again. Contact your tutor if you needadditional help.8.When you complete an assignment, upload it to the appropriate Assignment link on the coursehome page for grading and feedback. Then begin work on the next unit. Do not wait to receiveyour graded assignment before you begin the next unit.9.When you receive feedback on your assignment, go over it carefully, paying particular attentionto 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 andyour tutor think you are prepared to take the final examination for this course, begin yourreview of the study units.Course MaterialsTextbooksFrideres, J.S., & Gadacz, R.R. (2012).Aboriginal peoples in Canada(9th ed)., Scarborough, ON: PearsonEducation Canada.Getty, I.A.L., & Lussier, A.S. (Eds.). (1983).As long as the sun shines and water flows: A reader inCanadian 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 NorthAmerica. Winnipeg, MB: University of Manitoba Press.Digital Reading Room (DRR)The DRRcontains the reading selections assigned in addition to those from the course textbooks. Youwill be directed to appropriate articles as you work your way through the units of the study guide.Course OutlineIndigenous Studies 203 is divided into three units, outlined below:Unit 1: Identity: Social, Political, Psychological, and Legal ConsequencesSection 1IdentitySection 2TheIndian Actand Racial CategorizationSection 3TheIndian Actand Indian WomenSection 4Terminology and IdentityUnit 2: Indian TreatiesSection 1Background to Indian TreatiesSection 2The Royal Proclamation of 1763 and Subsequent Unnumbered TreatiesSection 3The Meaning of TreatiesSection 4The Numbered Treaties, 1871–1923Section 5Indian Understanding of Treaty Terms

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Unit 3: The Métis: The Emergence and Status of an Aboriginal GroupSection 1What’s in a Name? The Emergence of the MétisSection 2Indian Women and the Emergence of the MétisSection 3The Political Emergence of the MétisStudent EvaluationYour final grade inIndigenous Studies 203will be based on your performance on the three writtenassignments and the final examination. To receive credit for the course, you must achieve a minimumgrade 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 thecourse professor, write a supplemental examination, which also has a passing grade of 50%. A fee ischarged for supplemental services. Only one supplemental examination is permitted, and the higher ofthe 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 thesuggested study schedule.Assignment 2 is worth 20% of your final grade and due following completion of Unit 2; Week 8 of thesuggested study schedule.Assignment 3 is worth 25% of your final grade and due following completion of Unit 3; Week 12 of thesuggested study schedule.The Final Examination is worth 40% of your final grade and due following completion of Unit 3 andsubmission of all three written assignments; Week 15 of the suggested study schedule.Total 100%You will need torequest your exam20 to 60 days before you plan to write it, depending on yoursituation.Study QuestionsEach section of each study unit includes study questions that have been designed to reinforce theimportant ideas in that section. We strongly advise you to complete these questions for your ownbenefit; however, the study questions do not count toward your final grade. Note also that it is veryimportant that you be able to define, in your own words, the terms introduced in each unit and todiscuss the associated concepts. The Discussion Forum provided for each unit is an excellent place totalk with peers about your understanding of the ideas in INST 203.Evaluation Criteria for Written AssignmentsThe written assignments for this course consist of three essays. For each assignment, you are requiredto write a single short essay from a selection of topics and submit it to your tutor for evaluation andcomment. 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 thistype are intended to help you improve your writing skills, but marks will be mainly based on the contentof 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, andhave 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 PlagiarismStudents enrolled in an Athabasca University course such asIndigenous Studies 203are considered to beresponsible scholars, and are therefore expected to adhere rigorously to the principles of intellectualintegrity.Plagiarism is a form of intellectual dishonesty in which another’s work is presented as one’s own, and asis the case with any form of academic misconduct, plagiarism will be severely penalized. Depending onthe circumstances, penalties may involve rejection of the submitted work; expulsion from theexamination, the course, or the program; or legal action.Students sometimes commit plagiarism unintentionally. To avoid doing so make sure that youacknowledge all of your sources in a full and consistent manner. Alldirect quotes(quotations from anoriginal work) andindirect quotes(paraphrases of ideas presented in an original work) must beacknowledged. 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 bibliographypresented at the end of the essay. The in-text citation must give the name of the author, the date ofpublication, and the page on which the cited material appears (Doe, 2014, p. 60). The bibliographic entryfor a book must provide at least the author’s last name and first name or initial, the title of the work, theplace of publication, the name of the publisher and the date of publication. For journal articles, theentry 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 forIndigenous Studies 203must be original work completedespecially for this course. The submission of assignments completed for another course, or assignmentscopied from another student, are both considered cheating, and will be penalized as such. Seethe AUcalendarfor current policy on academic offenses.AU Library Servicesand theWrite Siteoffer extensive support for research and academic writing.

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Suggested Study ScheduleThe following schedule is designed to help you organize your activities and complete the course inapproximately 15 weeks. As you complete each activity, check it off so you will know it is done and canactually 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 areunable 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 courseshould check their course registration for special restrictions on the length of registration, and should beprepared to adjust their schedules.WeekStudy Activity1–2Review 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.3–4Complete 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 evaluationand feedback.5–6Begin Unit 2: Indian Treaties.Contact your tutor if you have any difficulty or if you wish to discuss Assignment 1, whichshould have been returned to you by now.7–8Check the Registrar’s information to see how soon you will need to request the finalexamination.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 evaluationand feedback.9–10Begin Unit 3: The Métis.Contact your tutor if you have any difficulty or if you wish to discuss Assignment 2, whichshould have been returned to you by now.11–12Complete 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 evaluationand feedback.13If you have not yet done so, request the final examination.Contact your tutor to discuss your readiness to write the final examination.14Continue 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, whichshould have been returned to you by now.15Write the final examination. Good luck!Congratulations on completing the course!

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Supplementary Materials ListThe supplementary materials list below contains works that you may find helpful if you are interested inspecific questions raised by the discussions inIndigenous Studies 203.AU Library Servicesand theWriteSiteoffer extensive support for research and academic writing.You are encouraged to share updated information sources and recent news stories relevant to INST 203with 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 primarysources.Tucson, AZ: University of Arizona PressBarron, 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, IrwinBoldt, M. (1993).Surviving as Indians: The challenge of self-government. Toronto, ON: University ofToronto 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 PressBussidor, 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: TheytusCardinal, H. (1999).The unjust society. Vancouver, BC: Douglas and McIntyreCardinal, H., & Hildebrandt, W. (2000).Treaty Elders of Saskatchewan: Our dream is that our peoples willone 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 TorontoPress.

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Francis, D. (1992).The imaginary Indian: The image of the Indian in Canadian culture. Vancouver, BC:Arsenal Pulp PressFumoleau, 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 andNorthern 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 intransition. Toronto, ON: University of Toronto Press.Laliberte, R.F. (2000).Expressions in Canadian Native Studies. Saskatoon, SK: University of SaskatchewanExtension Press.Little Bear, L., Boldt, M. & Long, J.A. (Eds.). (1984).Pathways to self-determination: Canadian Indians andthe Canadian state. Toronto, ON: University of Toronto Press.Long, J.A. & Boldt, M. (1988).Governments in conflict? Provinces and Indian nations in Canada. Toronto,ON: University of Toronto PressMacklem, P. (2001).Indigenous difference and the constitution of Canada. Toronto, ON: University ofToronto Press.Mcfarlane, P. (1993).Brotherhood to nationhood: George Manuel and the making of the modern Indianmovement. 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 Saskatchewantreaties. 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 MicmacIndians. New York: Persea.Sawchuk, J. (1978).The Métis of Manitoba: Reformulation of an ethnic identity. Toronto, ON: P. MartinAssociates.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 Indigenousrights. Princeton, NJ: Theytus.Tips on Essay WritingAn essay written for a university course serves two main purposes. The first and most obvious ispedagogical: researching a topic and writing about it is an excellent way of learning. The second functionserved is evaluation: an essay enables the instructor to assess the student’s ability to explain the subjectin a lucid and cogent fashion, to integrate the different types of material covered, to analyse events orthemes, and to place them in a comprehensible order.Although developing good essay writing skills is important, it need not be an arduous task. .AU LibraryServicesand theWrite Siteoffer extensive support for research and academic writing. A few basicprinciples that students must keep in mind are listed below.1.An essay should have anevident structure. Open your essay with an introduction that states theproblem you wish to explore or the question you plan to answer. Examine the most importantfacets of the topic, and discuss the issues that have been (or ought to be) the subject ofscholarly debate. Develop your own argument, and present your evidence in the body of theessay. When your argument is complete and well presented, end your work with a conclusionthat summarizes the problem or question and states your judgement or answer.2.An essay should contain awell-developed argumentand the evidence for this intellectualposition. It should contain a point of view, perhaps more than one, expressed logically andsupported by evidence that has been appropriately documented; and it should lead to aconclusion that appears natural and persuasive in the light of the evidence presented. An essaymust also contain a discussion and analysis of the material that is balanced and judicious, takingopposing arguments into account, and recognizing where the available information isinsufficient or inconclusive.3.An essay must be based on adequate and appropriatereading and reflection, and mustacknowledge intellectual indebtednessthrough 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, ofcourse, 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, youwill develop and practise several intellectual skills that will prove invaluable to you throughout youruniversity 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 theresearch that has been done on a topic, placing it in context, and noting similarities to anddifferences from other writers’ presentations);4.the habit of documenting, carefully and honestly, the sources of your information and ideas; and5.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 benefitsof refining these skills is that they will serve you not only in the classroom, but also in every other areaof your life.StructureThere 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 ofconstructing essays, the following suggestions will help you to organize and to write your assignments.Introduction or Thesis StatementBegin your essay by stating the problem, issue, or topic that you are going to address in the paper, andoutline the approach you are going to take in dealing with it. This initial paragraph is sometimes called athesis statement. A thesis statement is a sentence or series of sentences that defines a subject and aparticular position on or understanding of that subject.To construct a thesis statement, you must have a general understanding of the topic and a considerableamount of detailed and specific knowledge of the material; and you must have thought through whatyou are going to say in the paper. You must have considered each argument that supports your view andeach argument that undermines it. You must also have analysed the most reasonable means ofpresenting your argument. So, although you only need to provide a single statement, to produce thatstatement 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 thequestion.You should regard your initial thesis statement as tentative and preliminary in nature. As you continueto analyse your material, your approach may well shift. Keep the statement in mind, but be flexible. Donot reject information or fail to include it because it disproves your statement.The statement you beginwith may change several times as you progress. You may find yourself reorganizing the order of thematerial, shifting the discussion, or changing your position. Do not be alarmed by this process: it is an

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1. Introduction2. Main Bodyindicator that you are thinking and coming to grips with your material. You may find that you end upwriting the final version of your introduction after you have completed the main body of your paper.OrganizationMost people find it useful to construct an outline of the main components of the paper and then followthe outline when writing the text. Thestatement of organizationis a short passage that follows yourthesis statement and explains how you will analyse the topic and present your arguments. It helps youclarify how you will prove and document your ideas, and it serves your reader as a conceptual map ofthe structure of your paper.An essay is composed of an introduction, a main body, and a conclusion. Of course, the main body of theessay will be a lot longer than either the introduction or the conclusion, and will normally containseveral different topics and discussions. As you sketch an outline, the main body of the essay will expandto accommodate these various sections. Consequently, your essay outline may at some point look likethis:Interesting opening sentence (background, quotation, something to interest and entice the reader)Thesis statementStatement of organization (the order of the points you will make to justify your interpretation)Section 1a.Statement of main idea or key argumentb.Supporting evidence•dates/statistics•illustration/example•sequence of eventsc.Summary of the main pointd.Transition to Section 2Section 2a.Main ideab.Supporting discussionc.Summaryd.Transition to Section 3Section 3 . . .Section 4 . . .etc.

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3. Conclusiona.a. Reiteration of the initial problem or question at issueb.b. Summary of your analysis and key arguments (including all the main topics covered)c.c. Overall conclusion based on evidence presentedWith a complete and thoughtful outline, the writing of the essay is simply a matter of fitting theresearch you have done into the pattern that you have made. Just follow the outline, making sure thatthe progression of information is logical and that your arguments are well supported by evidence andanalysis.EditingIn 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 thefinal draft is a matter of refining and editing your penultimate draft. There are two types of editing. Thefirst, often calledsubstantive 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 arelinked and logical. Examine each section of the essay for clarity and coherence. You might ask yourselfthe questions listed below.1.Introduction: Is it interesting? Is the thesis statement clear? Does it define the exact subject andexpress 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 atopic sentence? Are details present, and do they support the topic sentence, and in turn, thethesis? 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 presenta clear, valid conclusion?The second type of editing iscopy editingand is effectively done line by line, from the end to thebeginning 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 manysmall, annoying errors can be as damaging to the sense and impact of your essay as a few large, obviousones.Good copy editing is a difficult task for an author. A different pair of eyes, coming fresh to the text, willnormally pick up typographical errors that you have missed simply because you are too familiar withyour 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 toput your final draft in a drawer for a couple of days before attempting to copy edit it yourself. Even iftime pressure precludes this option and you have nobody available to help you, it is important that youdo your best to copy edit your paper. Copy editing is the last stage of the essay writing process. It will bevery evident to your reader if you have not taken the trouble to finish the job properly.ReferencesYou will need to do two things to properly acknowledge sources: cite them as you use the information inyour essay, for example, (Thompson, 1990, p. 161), and list the sources you have used following aspecific 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 morecomplex. 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 citingsources.When you write an academic essay, it is sometimes difficult to know when to cite information. As a ruleof thumb, any material that you introduce from a source you have consulted should be cited unless itcould be considered common knowledge. It is important to document figures, dates, and specific eventsas 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 mustalwaysaccompany a quotation. The essay is a product of your thinking andshould be written in your own words. You may, however, come across a passage in your readingthat expresses perfectly an idea that you think is necessary to include. Simply to copy anotherwriter’s text into your essay without acknowledging the source is plagiarism. In academic circlesplagiarism 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 longerthan 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. Forexample, you may have summarized in one paragraph the main ideas and arguments of ascholarly paper. This is calledparaphrasing, or restating the ideas in your own words. Even if youhave employed no direct quotations, it is customary to have a citation at the end of theparagraph indicating the source of the information contained therein.3.Similarly, if you are discussing (in your own words) several alternative interpretations of a topicor controversial issue you should use citations to indicate to your reader the books and articlesin which each of these interpretations has been advanced. Often the way in which a topic orissue is conceptualized, and the terms that are employed to discuss it, implicitly suggest aninterpretation or perspective on the subject. Different authors use the same or similarterminology, 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 acitation, which will be fully listed in your references section. For example, a reference to Thompson inthe 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 bottomof the page (footnotes) or on a separate page at the end of your essay (endnotes). The first time yourefer 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 wouldotherwise interrupt the flow of the argument, to explain a foreign word or phrase, or to give additionalbiographical information. However, if you find that you are using explanatory notes too often, youshould rethink your outline. Generally, if something is important enough to be included in your essay atall, it should find an appropriate place in your main text. Explanatory notes should be the exception, notthe 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 worksactually used in the process of writing your essay, including books you read but did not quote from, aswell as books you quoted or cited. This is usually call thebibliography. In either case, the list should bearranged alphabetically by the first author’s surname and initials. The units of the study guide containsuitable examples.Essay PresentationFor the convenience of your tutor, leave fairly wide margins. They facilitate the insertion of correctionsand comments, and make your essay easier to read (a decided psychological advantage). The idealmargins are approximately 2.5 centimetres at the top, bottom, left-hand, and right-hand side. Pleasedouble-space your paper. Before submitting your essay, be sure to proof-read it carefully to catch anyspelling mistakes, punctuation errors, and the like.Unit 1 – Identity: Social, Political, Psychological, and Legal ConsequencesOverviewUnit 1 introduces the concept of “identity” as used in anthropology and other social sciences. The unitopens with an exploration of various perspectives on the importance of identity formation and identitymaintenance in shaping people’s values and behaviours. It continues with a discussion of the use ofidentifiers for Indigenous groups in Canada. Although the identifier “Indian” has gained wide acceptanceby ethnographers, Indigenous peoples, bureaucrats, and the public, it does not provide an explanationof the legal status of Indigenous peoples or describe the complexities, similarities, and differencesamong the many different Aboriginal/Indigenous communities in Canada.The unit continues with a reading by James Frideres and Rene Gadacz, who survey the effects ofurbanization on Indigenous Canadians. Frideres and Gadacz note that after World War II, Canada ceasedto be dependent on a rural, agricultural economic system, becoming instead an industrialized, urbansociety. As a result, Indigenous Canadians found themselves migrating to urban centres in largernumbers than before. Frideres and Gadacz discuss the impact of the urban experience on Indigenousidentity.In the second assigned reading for this unit, the author, Noel Dyck, demonstrates how ethnicdistinctions serve to divide Indigenous peoples in Canada. Dyck examines the political implications oflabelling 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 statusaffect inter-ethnic and interpersonal relations among Indigenous peoples in the subarctic region ofWestern Canada.Beginning in Section 2, the unit traces the historical development of theIndian Actas an instrument forethnic labelling in Canada. The Act is examined from a sociological point of view, through a reading fromFrideres and Gadacz, which concludes that the Act is a discriminatory piece of legislation.The assigned reading by John S. Milloy reveals the early, comprehensiveIndian Actand subsequentlegislation as parts of a strategy designed to ensure that Indigenous people abandoned their politicalindependence and assimilated into Euro-Canadian culture.The historical development of theIndian Actis 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 theAct,arguing that they have discriminated against women, and Lilianne Krosenbrink-Gelissen explores theefforts of Native women’s groups to attain equal rights by amendments to theIndian Actand theCanadian constitution.The final section expands notions of identity by exploring how terminology used to describe peoplesindigenous to Canada and the US has changed. The unit ends with a discussion of various terms thathave been used to describe Indigenous peoples and how they have impacted the identities ofIndigenous peoples.Note: Be sure that you understand the basic terms and issues presented in each section before movingon in the unit. Test yourself by answering the study questions at the end of each section. Discuss thematerial in each section with your tutor to confirm that you understand it. Brief glossaries are given inSections 1 and 3.OutcomesWhen you have completed Unit 1, you should be able to1.discuss how the concept of identity affects the self-image of an individual or group, and theimplications of these effects on the identity of Indigenous people.2.distinguish among the various statuses conferred on Indigenous people in Canada as a result ofCanadian legal definitions of Indigenous identity.3.assess the social, political, economic, and psychological implications of the Canadian legalidentification of Indigenous people for inter-ethnic and familial relationships.4.outline the changes to theIndian Actthat have been enacted by the federal government for thepurpose of assimilating Indigenous peoples.5.analyse the discriminatory provisions of theIndian Actfrom a historical perspective todetermine how they have affected the position of Indigenous women in Indigenouscommunities and in Canadian society generally.6.discuss the efforts of Indigenous women to attain equal rights through legislative changes to theIndian Actand theConstitution Actof 1982.7.discuss the context of identifiers or the general terms used to describe Indigenous people inCanada.

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