230E

Sometimes the best way of learning is by doing. Consequently, the two weeks before the Christmas break will be set aside for an in-class simulation. The purpose of this exercise is to explore the influence of regional differences, federalism, and social cleavages on decision-making in Canada. The class will simulate a meeting of the Council of the Federation on a specific policy issue (to be announced later in the term). These are regular meetings of the provincial premiers and ministers to attempt to arrive at a consensus or alliances on issues of federal-provincial significance. This year the issue is the environment, specifically cutting carbon and green house gas emissions. Students will be divided into teams representing each province, the two territories, relevant interest groups who will act as witnesses and lobbyists, and the press. This exercise will entail research, on the part of students, to gather the background on their representative's position on the issue. It is expected that students will play their roles as realistically as possible.

Each student will be required to hand in a short summary (1-2 pages) of their team's position and actions. The following questions should be answered: Why did you adopt a particular stance and strategy and how successful was it? How do you evaluate your own behaviour? How do you evaluate your team's behaviour? A bibliography of the sources used to establish your position is required. Summary is due in class Dec. 1.

In this assignment you will be writing a report for a Royal Commission or Inquiry established to investigate and report on an issue of concern for all Canadians. Consequently, you have a particular position on the issue (a thesis) that you will attempt to persuade, through presentation of evidence supporting that position so that the Commission of Inquiry can seriously consider if not adopt your position. Expected length is 10-12 pages typed double-spaced.

Due in-class March 6, 2007. Deadline for extension permission from the professor is Feb. 27th.

It is required that assignments include footnotes or endnotes, and bibliography presented in a manner that conforms to an accepted academic style. Students must submit their essays to Turnitin.com before they will be marked.

For two weeks close to the end of term the class will undertake a simulation of Parliament - a Mock Parliament. The purpose of this simulation is to experience and more fully understand the process of the Canadian Parliament. Each class member will be assigned to a party in the House. The expectation is that students will work as a caucus to present and debate a bill in the House. The government will be responsible for two bills. Each opposition party will be responsible for one private member's bill each. The parties will be prepared for question period, members' statements and one session of committee work. This will require that students undertake some research to obtain the necessary background to play their party roles appropriately as it is expected that students will represent their parties and positions as realistically as possible.

For parliamentary rules and procedures, reference should be made to Robert J. Jackson & Doreen Jackson, Politics In Canada: Culture, Institutions, Behaviour and Public Policy, and Beauchesne’s Rules and Forms of the House of Commons of Canada available on reserve in the library and at the Parliamentary web-site http://www.parl.gc.ca/information/about/process/house/precis/titpg-e.htm

Each student will be required to hand in a short summary (1 page) of his or her MP's and party's actions. The following questions should be answered: Why did you behave the way you did? How could you use the proceedings to your advantage? How did the proceedings disadvantage you? How do you evaluate your own behaviour? How do you evaluate your team/party behaviour? A bibliography of the sources used is required. Due in-class April 3, 2006.

The final exam will be held in the April Examination Period on the date set by the Office of the Registrar. It will be three hours in length and comprise of a section of short answer questions, and an essay section. It will be based upon the assigned readings, lectures, and discussion sessions, and it will cover the entire year.

HAYDEN KING

From Wednesday's Globe and Mail

October 29, 2008 at 3:26 AM EDT

Thomas Jefferson once remarked that those who don't read newspapers are better informed than those who do, even as the former may know nothing, the latter only know falsehood and error. This brings to mind Margaret Wente's recent column about Olympic official Dick Pound, who said, "400 years ago, Canada was a land of savages." Ms. Wente's Saturday column has likely set back the first nations' campaign for an accurate representation of native peoples in the mainstream media by 10 years.

In fact, a brief survey of the original peoples of this continent illustrates an array of accomplishments that rival civilizations around the globe, including those in Western Europe. Yet today, in North America, the ancestors of those from both continents live side by side, separated by a canyon of misunderstanding. To gain insight, we need only turn to indigenous oral traditions, wampum belts, birchbark scrolls and Tsalagi and Aztec texts. In addition, scholars of all stripes from all corners of the globe have contributed to a greater knowledge of indigenous cultures.

Perhaps most impressive among their findings is that indigenous peoples were adept farmers, originally cultivating and harvesting two-thirds of the foodstuffs the world consumes today. These include the tomato, peanut, potato, chili peppers and corn. In fact, at the time of contact, and long before Gregor Mendel's experiments with pea plants, the Huron in Ontario had genetically engineered 17 different varieties of corn. Not quite the Stone Age hunter-gatherers of Ms. Wente's column.

But the achievements don't end there. And because Ms. Wente uses European-inspired standards of success when measuring first nations "savagery," a comparison is in order. At a time when the Anishinabek had societal codes forbidding incest, the crowned heads of France and England were as inbred as poodles. While Christians were burning "heretics" at the stake for suggesting the Earth wasn't the centre of the universe, the Mayans were charting the movement of the stars, creating a calendar within seconds of modern-day atomic clocks. The Wet'suwet'en practised a matriarchal society, while on the other side of the Atlantic, women were the property of men.

In addition, and contrary to Ms. Wente's assertion, the Haudenosaunee did influence the U.S. Constitution. American "founding fathers," including Benjamin Franklin and Jefferson, explicitly recorded the first nation contribution. John Rutledge even articulated the structure of the Haudenosaunee Confederacy and their "Great Law of Peace" to the drafting committee. (He spoke of a complex federalism whose leaders included executive, legislative and judicial branches — the latter of which were generally a group of elder women). The Haudenosaunee actually practise a 900-year-old democracy and the longest lasting peace between nations in recorded history.

Yet another disturbing aspect of Ms. Wente's column was the dismissal of traditional ecological knowledge — this is the sum knowledge of a given first nation or Inuit community that has been accumulated and amended for thousands of years. Dismissing it reduces us to conclude, for instance, that the Inuit have survived in the world's harshest climate by sheer luck. Of course, this is nonsensical. Sophisticated knowledge of ice flows, animal migrations, wind patterns and temperature fluctuations ensured their success in the past and educates scientists, the military and resource companies in the present.

In fact, such traditional ecological knowledge also significantly contributes to Western medicine: essiac is a cancer treatment, evanta cures leprosy, foxglove aids heart care, kava kava reduces stress, and quinine treats malaria. All of the above are indigenous inventions. Not only can such ecological knowledge save lives, it may also help save the world. First nations peoples have lived sustainably in North America for tens of thousands of years, respecting all life, however small, putting an emphasis on reciprocity and understanding that their relationship with ecosystems is one of life and death. At a time when first nations peoples can teach us so much, Ms. Wente would have us ignore them.

Indigenous cultures were and are diverse and vibrant.

They lived in cities larger than those in contemporary Europe, had greater populations, taller buildings, sophisticated governance structures, varied art forms, tested scientific knowledge and on, and on. What is truly savage is the perpetuation of a false representation of first nations, Métis and Inuit peoples, particularly when they've worked so hard to overcome racism and stereotypes. But perhaps Jefferson was right all along, we shouldn't expect much from newspapers anyway.

Hayden King teaches indigenous studies at McMaster University and is a member of the Beausoleil First Nation on Chimnissing.

Nov 19, 21, 26, 28 & Dec 1 Simulation – Council of the Federation Meeting: Cutting Canadian Carbon and Green House Gas Emissions.

Feb. 27 & Mar. 4 Electoral Behaviour and Public Opinion (Papers are due on the 6th)

On-line access to Robert Marleau & Camille Montpetit, House of Commons Procedure and Practice, 2000. http://www.parl.gc.ca/MarleauMontpetit/DocumentViewer.aspx?Lang=E

Privy Council Office Guide to Making Federal Acts and Regulations http://www.pco-bcp.gc.ca/default.asp?Language=E&Page=Publications&doc=legislation/lmgappendix_e.htm

Compendium: Parliamentary Procedure On-line http://192.197.82.11/compendium/web-content/c_g_parliamentaryprocedure-e.htm

COURSE REQUIREMENTS

In Class tasks and Discussion – 10%

Two (2) Briefing Papers – 20% (10% each)

Plagiarism and Academic Offences

First Term Simulation – 15% (10% Participation & 5% for the summary)

Second Term Research Essay - 20%

Policy on late assignments: "Just Don’t Do It."

Second Term Simulation - 15% (10% Participation & 5% Summary)

Final Exam - 20%

LECTURE AND READING SCHEDULE