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Global Indigenous Histories
A survey of various historical case studies that will explore the causes, conflicts, and consequences that have occurred wherever indigenous peoples have encountered colonizing invaders. Significant questions will include who is indigenous?, who is not?, and can one speak of a global indigenous history?
Course Learning Outcomes
By the end of this course students will be able to:
- Acquire general knowledge about theoretical issues involving concepts of indigeneity and specific knowledge about certain specific case studies
- Demonstrate understanding of the idea of indigeneity and how the concept has changed over time
- Apply knowledge gained in the course to other courses and to one’s engagement with the world
- Develop critical thoughts and comparisons with various definitions of indigeneity as well as historical case studies
- Synthesize competing definitions of and claims to indigeneity
- Assess whether or not one can speak of global indigeneity
- Christopher Columbus
- Gaul and Rome
- New Zealand
Today indigenous issues, problems, and assertions comprise one of the globe’s most intractable, pained, and political conversations. Modern indigenous groups press, both individually and collectively, for rights to land, water, resources, political sovereignty, treaty rights, government recognition, and various forms of autonomy. Of course, the indigenous present bears witness to long histories of colonialism and post-colonialism, typically beginning with the Age of European Exploration (15th to 19th Centuries), which could also be counted as the Age of European Invasion, but not limited exclusively to the European past.
The course will seek to draw together modern indigenous issues with relevant historical case studies and new methodological approaches to the subject. At its most basic level, the course will force students to grapple with the idea of indigeneity, how we define it, how it works, and how it might be interrogated. As well, the course will seek to explore cases outside of the conventional narrative of European expansion to explore the Roman invasion of Gaul and the Han occupation of Taiwan, to name two such cases identified below.
Online Blackboard Collaborate tutorials, Moodle chats, and a large summative role-playing exercise will ensure that active learning is a substantial component of the overall student experience in the course. Students’ participation in such activities will be underwritten by deep immersion in the assigned readings and pointed engagement with each unit’s learning objectives. As well, students will have two written assignments, a conventional short research paper and a short critical essay. A final exam will provide a summative test of students’ encounters with the subject matter, the readings, and each other as engaged through the interactive activities.
Online tutorials (using Blackboard Collaborate), Moodle chats, and a large summative role-playing exercise will ensure that active learning is a substantial component of the overall student experience in the course. Students’ participation in such activities will be underwritten by deep immersion in the assigned readings and pointed engagement with each unit’s learning objectives. As well, students will have two written assignments, a conventional short research paper and a short critical essay. A final exam will provide a summative test of students’ encounters with the subject matter, the readings, and each other as engaged through the interactive activities.
|Proctored Final Exam||25%|
** Subject to Change **
Textbooks and Materials
CDS reserves the right to make changes to the required material list as received by the instructor before the course starts. Please refer to the Campus Bookstore website athttp://www.campusbookstore.com/Textbooks/SearchEngine/ to obtain the most up-to-date list of required materials for this course before purchasing them.
- Jeffrey Sissons, First Peoples: Indigenous Cultures and Their Futures (London: Reaktion Books, 2005), 171 pp. For purchase through bookstore or available as an e-book through University of Chicago Press.
- Linda Tuhiwai Smith, Decolonizing Methodologies: Research and Indigenous Peoples, chs. 1-4, 95 pp. For purchase through bookstore or available as an e-book through Google Books.
To complete the readings, assignments, and course activities, students can expect to spend, on average, about 10-12 hours per week on the course.
Moodle is Queen's online learning platform. You'll log into Moodle to access your course. All materials related to your course—notes, readings, videos, recordings, discussion forums, assignments, quizzes, groupwork, tutorials, and help—will be on the Moodle site.
About Credit Units
Queen’s courses are weighted in credit units. A typical one-term course is worth 3.0 units, and a typical two-term course is worth 6.0 units. You combine these units to create your degree. A general (three-year) BA requires a total of 90 credit units.
To take an online course, you’ll need a good-quality computer (Windows XP/Vista/7, Pentium III, or Mac OS X 10.5, G4 or G5 processor, 256 MB RAM) with a high-speed internet connection, soundcard, speakers, and microphone, and up-to-date versions of free software (Explorer/Firefox, Java, Flash, Adobe Reader). See also Preparing For Your Course.
The deadlines for new applications to Queen’s Arts and Science Online courses are in our Dates and Deadlines section.
Tuition fees vary depending when you start, your year, faculty, and program. Fees for 2014-15 first-year Distance Career Arts & Science Canadian students are as follows: for a 3.0-unit course, $605.31; for a 6.0-unit course, $1210.62. See also Tuition and Payment.
The information below is intended for undergraduate students in the Faculty of Arts and Science. Academic Regulations in other Faculties may differ.
|Letter Grade||Grade Point|
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All textbooks can be purchased at Queen’s Campus Bookstore.
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Please see Queen’s policy statement on academic integrity for information on how to complete an online course honestly.