Sociology 106 INDIGENOUS PEOPLES AND CANADA 2...Creativity & Innovation Project: Report 30% Final Examination 18% NOTE: To attain a passing grade, students must complete all the evaluation

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School of Arts & Science

Department of Social Sciences

Sociology 106 INDIGENOUS PEOPLES AND CANADA 2

Winter, 2020

Instructor Dr. Francis Adu-Febiri

Office Paul 228

Office Hours Monday & Wednesdays 1:30-2:20, Tuesdays11:30-12:50 & 3:00-

4:30, Thursdays 11:30 -12:50 or by appointment

Class Schedule Tuesdays & Thursdays 10:00-11:20

Website http://sites.camosun.ca/francisadufebiri

Email & Phone [email protected] & 250-370-3105

Table of Contents

FOCUS PAGE Course Description and Learning Outcomes; Textbooks &

Readings; and Design of Course Organization 1-3

Evaluation components, Course Schedule and Readings 4-10 Instructions for Assignments Type 1 & Type 2; and

Assignments sessions A,B,C and D 11-12

Instructions for Assignments Type 3a and 3b (Service

Learning Project or Success Stories Project) and

Group/Class Discussions

13-14

Final Exams 15

CALENDAR DESCRIPTION: A critical examination of the position of Indigenous Peoples in Canadian society with emphasis on the interaction between Indigenous Peoples and the political, judicial, socioeconomic and value systems of the majority society. There will be an examination of contemporary land claim settlements and the development of Indigenous self-government.

http://sites.camosun.ca/francisadufebiri

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EXPECTED LEARNING OUTCOMES: Through interactive lectures, critical reviews, group and class discussions, videos, student presentations, research essays, and examinations students will be able to:

Assess the contemporary demographic, economic, political, legal, health, social, and cultural statuses of Indigenous Peoples of Canada.

Demonstrate empirically the extent to which white racism, western patriarchy, Indigenous traditional cultures, and capitalism contribute to the marginal positions of Indigenous Peoples.

Identify and examine the contemporary laws, policies and practices of the Canadian state that create, support and shape the relationship between the Indigenous Peoples and Canadian society, especially in the areas of land claim settlements and Indigenous self-government.

Propose logical and viable solutions to selected social problems in Indigenous communities resulting from their interaction with the majority culture.

REQUIRED TEXTS

Adu-Febiri, Francis (ed.):

2004: First Nations Students Talk Back: Voices of a Learning People, Second Edition.

Victoria: Camosun College.

Long, David and Olive Patricia Dickason:

2016: Visions of the Heart: Canadian Aboriginal Issue. Fourth Edition. Toronto: Harcourt

Canada.

REQUIRED READINGS:

The readings for the course will comprise:

a) The topics in the textbooks specified in the course schedule

b) Additional materials and illustrations introduced during interactive lectures.

RECOMMENDED READING:

Wotherspoon, Terry and Vic Satzewick:

1993. First Nations: Race, Class, and Gender Relations. Scarborough, Ontario: Nelson

Canada. ADDITIONAL REFERENCES

BC Aboriginal Education Partners

2002: A Teacher’s Guide to the Proposed Referendum on the Treaty Negotiation Process

in B.C., Vancouver: First Nations Education Steering Committee and the BC First

Nations Education Partners.

First Nations Education Steering Committee (FNESC), BC Teachers’ Federation, and the

Tripartite Public Education Committee.

1998: Understanding the BC Treaty Process: An Opportunity for Dialogue, Second

Edition. Vancouver: FNESC.

Paquette, Jerry and William J. Smith

2001: “Equal Educational Opportunity for Native Students: Funding the Dream.”

Canadian Journal of Native Education, Volume 25, Number 2, pp. 129-139.

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DESIGN OF COURSE ORGANIZATION

= THINKING and APPLICATION

SUCCESS STORY

PROJECT READINGS FROM

REQUIRED TEXTBOOKS

TRANSFORMATION SOCIAL INTERACTION

TO GENERATE

CREATIVE IDEAS &

INNOVATIVE DESIGNS

TO CHANGE LIVES

INTERACTIVE

LECTURES

SERVICE-LEARNING

PROJECT OR

CREATIVITY &

INNOVATION

PROJECT

TEAM AND CLASS

DISCUSSIONS

CRITICAL

REVIEWS, PROBLEM

STATEMENTS &

QUESTIONS

MIDTERM EXAM:

CRITICAL REVIEW,

PROBLEM STATEMENT,

& ESTION #3 WILL

BE THE BASIS FOR

EXAM QUESTION FINAL EXAMINATION:

DIVERSITY OF TYPES:

1) CLOSED BOOK ORAL

OR WRITTEN OR

2)OPEN BOOK WRITTEN

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EVALUATION COMPONENTS:

Evaluation will be based on one in-class essay-type final examination, critical reviews, problem statements and questions, oral presentation and a reflective paper. All the components of the evaluation will be graded on the basis of their scholarly and sociological qualities. Emphasis will be on understanding, critical thinking, logical reasoning, and evidence, rather than regurgitation of information. Critical Reviews: Group 14% Problem Statement/Question: Group 8% Midterm Exam: Individual 20% Service Learning or Success Stories Project: Oral 10% Service Learning or Success Stories or Creativity & Innovation Project: Report 30% Final Examination 18% NOTE: To attain a passing grade, students must complete all the evaluation components of the course. GRADING: 90 - 100 A+ 70 - 72 B- 85 - 89 A 65 - 69 C+ 80 - 84 A- 60 - 64 C 77 - 79 B+ 50 - 59 D 73 - 76 B <50 F

INTERACTIVE LECTURE PRESENTATIONS:

This is the professor’s powerpoint presentations on selected topics on contemporary Indigenous issues/challenges in Canada. (See the table below for specifics): DAYS FOCUS TUESDAYS New lecture presentations will be introduced

highlighting motivation, exploration of concepts, application of knowledge, and creativity & innovation. Students are encouraged to ask questions, make comments, respond to questions, and/or engage in solution-focused discussions.

THURSDAYS 1) Q&A Sessions: 30 minutes will be devoted to providing students with opportunities to ask questions on concepts, theories and issues explored in the lecture presentations. 2) Collaboration and Communication: 50 minutes will be given to students to work together as small groups on their Service-Learning projects or Success Stories projects or Creativity & Innovation projects

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ASSIGNMENTS:

There are 3 types of assignments for this course: 1) Critical Review, 2) Problem

Statement and Question Formulation, and 3) Service-Learning project or

Success Stories project or Creativity & Innovation projects. These assignments

are to help students to acquire or hone integrated thinking (synthetic, critical,

creative, design, and sustainability) skills. See page 11 for brief definitions.

ASSIGNMENTS TYPE 1 & TYPE 2: SYNTHETIC THINKING, CRITICAL THINKING, AND

CREATIVE THINKING:

There are four team/class discussion sessions (A, B, C, & D) in this course that involve critical reviews

(Assignment Type 1) and problem and question formulations (Assignment Type 2) as indicated below in

the Readings and Dates for Assignment Type 1 and Assignment Type 2 in the course outline. Every

team/class discussion session requires one Critical Review and one Problem Statement & Question of the

specific assigned chapters. The “Individual Work” is similar. Specific instructions for these two types of

assignment and the definitions of synthetic thinking, critical thinking, creative thinking and design thinking

are found on pages 11 - 12.

COURSE SCHEDULE AND READINGS:

Read to a) understand and apply sociological concepts and theories, 2)

generate questions that matter, and 3) answer central questions. In this

way reading becomes a MISSION instead of MISERY

The interactive lecture presentations use the central question stated in this schedule for each week as

guides. The critical review and problem statement & questions assignments in the schedule are to help you

practice synthetic thinking, critical thinking, and creative thinking. If you are unable to identify the

central questions of the chapters and answer them in a form of thesis after reading the chapters it means

you have not understood the chapters

WEEK DAY DATE THEMES, READINGS &GUIDING QUESTIONS

JAN

1 Tu/Th

7/9 Lecture Theme: Perspectives on Indigenous Peoples: Status and Theory:

Optional Readings): chapter 4 of Wotherspoon & Satzewich

GUIDING QUESTION: Why does status matter?

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2 Tu/h

14/16

Lecture Theme: Perspectives on Indigenous Peoples: Theory:

Required Readings: Introductions to sections I-V of Adu-Febiri (ed.)

and Introduction of Long & Dickason (eds.).

GUIDING QUESTION: Why have the projects/programs informed by

sociological paradigms and Indigenous paradigms unable to resolve

Indigenous issues?

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Tuesday

Thursday

21

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ASSIGNMENT SESSION A:

Team Discussion A: Two Assignments Due

1)CRITICAL REVIEW #1 DUE

2)PROBLEM & QUESTION #1 DUE

See pp. 11 & 12 of the course outline for instructions for doing

these assignments. Also on the website click Problem

Statement Format to see samples of formats to guide you to create the

Problem Statement

Readings: Chapter 7 of Adu-Febiri (ed.) and Chapter 8 of Long &

Dickason (eds.)

CLASS DISCUSSION A

4

Tu/Th

28/30

Lecture Theme: Indigenous Peoples and the Canadian Economy

Required Readings: Chapter 1 of Long & Dickason (eds.) and

Optional Readings: Chapter 3 of Wotherspoon & Satzewich

GUIDING QUESTION: What projects/programs could transform the

postcolonial economic status of Indigenous people?

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FEB

5 Tuesday

Thursday

4

6

ASSIGNMENT SESSION B:

Team Discussion B: Two Assignments Due






Problem Statement

Readings: Chapters 20 & 22 of Adu-Febiri (ed.) and Chapter 6 of Long &

Dickason

CLASS DISCUSSION B

6

7

Tu/Th

Tu/Th

11/13

18/20

Lecture Theme: Indigenous Education and Job Training

Readings: Chapter 17 of Adu-Febiri (ed.) and

Chapter 10 of Long & Dickason (eds.)

GUIDING QUESTION: What educational models could transform the

postcolonial education system of Indigenous people?

READING BREAK

8

FEB

8

Tue/Thu

25/27

8a Lecture Theme: Indigenous Peoples and Health Issues

Readings: Chapter 12 of Long & Dickason (eds.)

GUIDING QUESTION: What projects/programs could transform the

postcolonial health status of Indigenous people?

Prepare for Individual Critical review (12%) and Problem

Statement & Question (8%):

…………………………………………………………………………………………

8b Thursday February 27 MIDTERM EXAM (20%)

Based on Chapter 6 of Adu-Febiri (ed). And Chapter 14 of Long & Dickason

a) CRITICAL REVIEW #3 DUE

b) PROBLEM & QUESTION #3 DUE

Print your critical review #3 and problem statement question #3 and bring to class.

The exam question will be based on these assignments

……………………………………………………………………………………………………………

MAR

9

Tu/Th

3/5

Lecture Theme: Indigenous Governance

Readings: Chapters 3 & 7 of Long & Dickason (eds.)

GUIDING QUESTION: To what extent are models of self-government

sufficient to transform the postcolonial Indigenous governance?

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10 Tuesday

Thursday

10

12

ASSIGNMENT SESSION C:

Team Discussion C: Two Assignments Due






Problem Statement

Readings: Chapters 2 or 8 of Adu-Febiri (ed.)

CLASS DISCUSSION C

11

Tu/Th

17/19

Lecture Theme: Indigenous Peoples Development

Readings: Chapter 15 of Long & Dickason (eds.) and

Chapter 9 of Wotherspoon & Satzewich

GUIDING QUESTION: What projects/programs could translate the

development desires of Indigenous people into a sustainable

development?

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Tuesday

Thursday

24

26

ASSIGNMENT SESSION D:

Team Discussion D: Two Assignments Due






Problem Statement

Readings: Chapter 5 of Adu-Febiri (ed.) and Chapters 4 & 7 of Long &

Dickason

STUDENTS’ ORAL PRESENTATION OF PROJECTS

10

APRIL

13

Tu/Th

31/ 2

Lecture Theme: Making a Sustainable Difference in Indigenous

Communities

Readings: Chapters 1 & 2 of Long & Dickason and

Chapter 9 of Wotherspoon & Satzewich

GUIDING QUESTION: What would change the social relationships in

Canada’s globalization – indigenization dialectics so that Indigenous

communities can experience sustainable development?

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Tuesday

7 FINAL EXAM

14b Thursday 9 Assignment Type 3a (Service-Learning Project) or Assignment Type 3b (Success

Story Project) or Assignment Type 3c is due.

DEFINITIONS OF THE FIVE PRIMARY THINKING TYPES: Synthetic thinking is the ability to process, connect and reproduce information. Critical thinking is the ability to assess/evaluate or question. Creative thinking is the ability to produce original ideas that are life-changing. Design thinking is the ability to create plans, source resources, and coordinate tasks to implement creative ideas. Sustainability Thinking is the ability to proactively connect and integrate critical

thinking, creative thinking and design thinking processes to provide services/products that transform social interaction/relationships in ways that improve the quality of human condition without compromising the quality of the natural environment and the lives of future generations

ASSIGNMNENT TYPE 1: CRITICAL REVIEW

Instructions for Assignment Type 1

Read and review the specified chapters of the two required textbooks. Write a ONE-PAGE critical review

(typed, double-spaced, standard margins, size 12 font) and bring a copy to the group discussion session.

Without showing your one paged typed copy of your critical review, you will not be allowed to attend that

particular session.

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Use the following criteria to do the critical review assignments:

1. SYNTHETIC THINKING: Provide an academic summary of the assigned chapters: that is, focus on

identifying and stating:

* the common theme of the chapters

* the central question and main thesis of each chapter

* the main difference between/among either the central questions or the main theses of the chapters

2. CRITICAL THINKING: Provide a concise assessment of any one of the chapters: that is, focus on

identifying and stating:

* one strength

* one weakness

3. CREATIVE THINKING: Provide a suggestion for improvement based on the weakness you identified

and stated

ASSIGNMENT TYPE 2: PROBLEM STAMENT & QUESTION

Instructions for Assignment Type 2: Problem Statement and Question formulation:

After reviewing the specified chapters:

1. CRITICAL THINKING: Create a Problem Statement. That is, using your own experiences/observations

or logical reasoning or evidence, show one important thing related to the main theme of the specified

chapters but missing from the chapters. In other words, the statement must show a substantive gap or flaw

in the chapters.

2. CREATIVE THINKING: Formulate one Question:

* This question must have the same scope and focus as the Problem Statement

* The answer to this question cannot be found in the readings

* The question cannot be answered with just YES or NO

* You do not need to answer the question

Print copies of the Problem Statement and the Question and bring to the Team Discussion

TEAM/CLASS DISCUSSIONS: The intention of this aspect of the course is to engage the class in constructive discussions of pertinent theoretical, empirical and practical issues in Indigenous communities. TEAM DISCUSSIONS The group discussions focus on a) critical reviews and b) Problem Statement & Questions:

a) CRITICAL REVIEWS (12%): In team of six discuss your copies of the critical reviews and SELECT ONE of them that best reflects the critical review criteria provided above

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(create a new critical review if none in your group is good enough), list your names on it and submit to the professor for grading. The professor will grade individual critical reviews only in extenuating circumstances.

b) PROBLEM STATEMENTS AND QUESTIONS (8%) In the same teams as above,

thoroughly discuss the problem statement and the question of each student in your team. As a team select one of the problem statements with its accompanying question or formulate NEW RELEVANT problem statement and accompanying QUESTION that the chapter(s) fail(s) to address adequately.) Submit the team problem statements and questions with a list of your team members on the team assignment to the professor for grading.

Your team discussion grade will be based on the criteria specified in the

instructions for doing assignments type 1 & type 2. CLASS DISCUSSIONS A “question of the week” (a relevant, controversial and insightful question) may be selected from the questions generated by the teams. This question will form the basis of the class discussion. The team whose question is selected as the question of the week for the class discussions may be asked to provide an oral rationale for, and orally defend, the question.

The team whose question is selected as the question of the week will receive a 2% bonus marks.

Assignment Type 3a:

SERVICE- LEARNING PROJECT: REFLECTIVE REPORT (30%): CRITICAL THINKING,

CREATIVE/INNOVATIVE THINKING, DESIGN THINKING, AND SUSTAINABILITY

THINKING:

Service-learning provides students opportunities to consolidate the four primary thinking skills

(Synthetic, Critical, Creative and Design Thinking), sociological concepts, and

theories/paradigms they learn by applying them to generate sustainable solutions to pressing

local or global problems.

ORAL PRESENTATION OF PROJECTS: Before the written report, your team will do a 15-minute oral presentation (10%) in class

(Thursday March 26) to share three things: 1) The specific outcome(s) of the project

2) Each team/group member’s experiences with co-creating and implementing the project, specifically expressing their feelings/emotions about the goals, challenges and breakthroughs

3) Each team/group member’s contribution to the attainment of the project

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PROCESSES OF DOING THE SERVICE-LEARNING PROJECT: * 1) Get four or five partners from the class and come up with a project topic/idea

that focuses on a relevant, unresolved need/desire/goal of any Indigenous community in Canada, utilizing resources available in the local community and/or in the global community.

* 2) Use your sociological knowledge to identify the cause(s) and pattern(s) of this need/desire/goals

* 3) Based on what you the cause(s) and pattern(s) you identify, design and implement a practical project/program that addresses this community’s need/desire/goal. * Your project must achieve one or more of the following goals: a) alleviate or

reduce a social pain/suffering in the community, b) make the community a better place to live, c) increase the quality of life of individuals or groups in the community, d) increase the capacities of community members to sustainably improve their community.

* 4) Write a reflective report on this project, relating your reflections to any relevant sociological concept(s) and paradigm(s) introduced in this course. Please see the SERVICE-LEARNING GUIDE ON MY WEBSITE for specific processes of doing the service-learning assignment.

The WRITTEN REFLECTIVE REPORT must have the following sections:

* Introduction: * State the identified need/desire/goal and its importance, describe the critical project

activities and show their impact on the project outcome in the context of the need/desire/goal

* The Body of the Paper must have the following sections: * Sociological Knowledge: 1) Show what sociological knowledge you used in

determining the cause(s) and pattern(s) of the need/desire/goal. 2) Provide the design description and diagram you applied: identify the processes/steps, tasks, people, and resources to develop and implement the project. 3) Describe what you learned sociologically about the difference the service made or will make in lives of the beneficiaries

* Individual Reflection: Describe and analyze your individual experiences with this service project: challenges, breakthroughs, lessons learnt from the service project processes and your strongest emotional feelings about them.

* Service Outcome: State and analyze the service outcome. * Inference: Show the implications of your project outcome for Indigenous status in

Canadian Society * Sociological Concepts and paradigms: Show the sociological concept(s) and

paradigm(s) you applied and how the project influenced your perception and understanding of the relevance of these sociological concept(s) and paradigm(s).

* Conclusion: * Discuss what you will do differently, given your experience with the service-learning

project and its outcome

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* Show what more you would like to learn and do about the issue your service project addressed * References based on the works you cite:

The length of this report must not be more than six double-spaced typewritten pages in a

standard font. Use APA or ASA or MLA style. The report is due on Thursday April 9, 2020. You

lose marks on late submission--5 marks a day.

Assignment Type 3b

INDIGENOUS COMMUNITIIES SUCCESS STORIES PROJECT (30%): CRITICAL THINKING,

CREATIVE/INNOVATIVE THINKING, DESIGN THINKING, AND SUSTAINABILITY

THINKING:

PROCESSES OF DOING THE SUCCESS STORY PROJECT:

Get four or five partners from the class and 1) come up with a project idea that focuses on a relevant success story of any Indigenous community in Canada. 2) collect/gather and analyze information/data about this community and its success story 3) brainstorm on creative/innovative ways to display (diagram or image) and share this success story 4) use your sociological knowledge to identify the cause(s) and pattern(s) of this success story 5) Discuss the sustainability and transferability of this success story 6) Write a reflective report The WRITTEN REFLECTIVE REPORT must have the following sections:

* Introduction: * State the identified the success story and its importance of the story to the

Indigenous community, describe the socio-demographic characteristics of the community (brief history, geography, population, social conditions), and state the qualities of the success story and the impact in the context of the need/desire/goal of the community


determining the cause(s) and pattern(s) of the success story. 2) Provide the design description and diagram of the processes/steps, tasks, people, and resources that made this success story possible. 3) Describe what you learned sociologically about the difference the success story has made or will make in lives of the Indigenous community members and lifeworlds.

* Sustainability: State/show to what extent is this success story sustainable and what explains this level of sustainability.

* Individual Reflection: Describe and analyze your individual experiences with this success story: challenges, breakthroughs, lessons learnt from the project processes and your strongest emotional feelings about them.

* Sharing: propose strategies to share this success story and to help transfer the success to other Indigenous communities

* Inference: Show the implications of this success story for Indigenous status in Canadian Society

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* Sociological Concepts and paradigms: show how the project affirms and/or challenges selected sociological concept(s) and paradigm(s) introduced in this course.

* Conclusion: * Discuss what you will do differently, given your experience with the project and its

outcome * Show what more you would like to learn and do about the issue your service

project addressed * References based on the works you cite:




Assignment Type 3c

CREATIVITY & INNOVATION PROJECT ON IMPLEMENTING ONE OF THE

RECOMMENDATIONS OF THE TRUTH AND RECONCILIATION COMMISSION (30%):

CRITICAL THINKING, CREATIVE/INNOVATIVE THINKING, DESIGN THINKING, AND

SUSTAINABILITY THINKING:

PROCESSES OF DOING THE CREATIVITY & INNOVATION PROJECT:

Get four or five partners from the class and 1) select one of the TRC Commission’s 134 recommendations. 2.) collect/gather and analyze information/data about this recommendation 3) use your sociological knowledge to identify the cause(s) and pattern(s) of the social problems that informs this TRC commission’s recommendation 4) come up with a creative idea and a corresponding innovative design to implement this idea to solve this social problem. 5) brainstorm on creative/innovative ways to display (diagram or image) and share the outcome of this project 6) Discuss the sustainability and transferability of the solution that your project proposes 6) Write a reflective report The WRITTEN REFLECTIVE REPORT must have the following sections:

* Introduction: * State the identified the selected TRC commission’s recommendation your project

focuses on and show its importance to the Indigenous communities in Canada, describe and analyze the social problem related to this recommendation, and state the qualities of your project design that could make it effective in contributing to ensuring truth and reconciliation between Indigenous peoples/communities and Canadian state and settlers


determining the cause(s) and pattern(s) informs the selected TRC commission’s recommendation. 2) Provide the design description and diagram of the processes/steps, tasks, people, and resources that could facilitate the implementation of this recommendation. 3) Describe what you learned sociologically about the difference the proper implementation of this

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recommendation could make in lives of Indigenous peoples, communities, and lifeworlds.

* Sustainability: State/show to what extent is your project idea and design sustainable and what explains this level of sustainability.

* Individual Reflection: Describe and analyze your individual experiences with this creativity & innovation project: challenges, breakthroughs, lessons learnt from the project processes and your strongest emotional feelings about them.

* Sharing: propose strategies to share your project idea and design with Indigenous communities, the Canadian state, and settler peoples and institutions/organization in Canada

* Inference: Show the implications of your project idea/design for Indigenous status in Canadian Society

* Sociological Concepts and paradigms: show how your project idea/design affirms and/or challenges selected sociological concept(s) and paradigm(s) introduced in this course.

* Conclusion: * Discuss what you will do differently, given your experience with the project and its

outcome * Show what more you would like to learn and do about the issue your service

project addressed * References based on the works you cite:




FINAL EXAMINATION (18%): APPLICATION OF SYNTHETIC THINKING, CRITICAL

THINKING, CREATIVE/INNOVATIVE THINKING, DESIGN THINKING, AND

COMPOSITIONAL ABILITY/SKILL:

The professor will require you to choose, one week before the final exam date, any one of the following three examination options: Whatever option you choose you can

decide to do it as an individual or in a team of your choice:

OPTION #1: Closed-book Exam: The professor will post on his website FIVE study final exam questions based on the required readings, group/class discussions, student oral presentations, and interactive lectures, one week before the final examination day (Tuesday April 7 in class). On the examination day two of the questions will be randomly selected for you and you will be required to answer ANY ONE of them in 60 minutes. OPTION #2: Open-Book Exam: In the exam room on the examination day/time you will be given two essay-type final exam questions. You will be required to answer any one of them within 60 minutes. You are allowed to a) access the professor’s powerpoint lectures and b) bring any materials (your textbooks, notes, laptops, smart phones, etc) in the exam room. OPTION #3: Closed-Book Oral Exam: This option involves the following: a) the professor will schedule a time of the examination for you, b) you come the professor’s office (Paul 228) on the

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scheduled date and time, c) you answer orally one of the two randomly selected default final exam study questions posted on the website, d) the professor will not ask you any questions and you are not allowed to ask him any questions once you start answering the question, and e) you tell the professor when you finish answering the question. This is an essay-type examination that rewards coherent, logical argument that integrates concepts, theory and empirical information rather than points dropping and regurgitation of information. A clear presentation, critical thinking, creative thinking, and design thinking are also rewarded.

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Sociology 106 INDIGENOUS PEOPLES AND CANADA 2...Creativity & Innovation Project: Report 30% Final Examination 18% NOTE: To attain a passing grade, students must complete all the evaluation