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Each unit activity should be approximately 500 words. This word count does not include your APA references
General Guidelines for the completion of this assignment:
1. You must complete at least one activity per unit for grading.
2. Use APA format for all Unit Activities and References
3. For unit activity, use multiple sources from within the course to create your own original answer. NO OUTSIDE RESEARCH PAPERS.
4. No AI-generated content is allowed
5. Any submission without citation with receive a zero
Format
Unit Activities Suggested Format
Exemplar
Here is an exemplar of an A+ submission for a unit activity
Unit 6
Activity 4
Question 1: Summarize the concept of Diaspora according to Fiola (2021).
Multiple definitions of diaspora, ranging from simple to complex, have emerged throughout history (Fiola, 2021). The term can be viewed as the separation of people from the land they used to reside in and call home (Fiola, 2021). Furthermore, diaspora involves isolating people from the land to which they belong while maintaining a connection to that land (Fiola, 2021). For example, the scrip process for the Manitoba Métis was constantly prolonged, impeding the negotiation and dissemination of land (Augustus, 2008). Consequently, Métis had no other alternative but to abandon their homelands in Manitoba for other land in the prairies (Augustus, 2008). This is an example of diaspora as Métis were displaced but still hold a strong connection to their land. Ultimately, the core concept of diaspora relates to identity held in relationship to land, whether it’s physical, emotional, cultural, or spiritual in nature.
Question 2: How have Métis been dispossessed of their spirituality due to colonization?
The Métis have endured horrific acts of oppression and racism that deprived them of their spirituality. For example, Christians forcefully suggested that the Métis abandon their culture, religion, and spiritual practices and adopt Christianity (Fiola, 2021). Additionally, laws were enforced that made it a crime for Métis to openly practice their spiritual traditions (Fiola, 2021). Furthermore, colonization fractured the notion that women were sacred beings who should be valued and respected among communities (Fiola, 2021). Consequently, the Europeans ignited sexism, which overpowered the ability of Métis women to practice Indigenous spirituality. Lastly, the Canadian government did not uphold agreements throughout the Manitoba Act, whereby the Métis were supposed to select their land in exchange for the extinguishment of their title (Drake & Gaudry, 2021). Instead, the government relocated them without their input (Drake & Gaudry, 2021). Ultimately, historical literature demonstrates the ill intent of the Canadian government to separate Métis from their culture, values, and beliefs and, consequently, deprive them of their spirituality.
Question 3: In what ways are Métis rekindling their connection to spirituality?
Métis are rekindling their connection to spirituality in numerous ways. Firstly, Métis are beginning to re-engage in traditional activities that were previously banned, including ceremonies (Fiola, 2021). Additionally, Métis are searching for existing cultural and traditional knowledge held by Elders to provide the opportunity to relearn Métis history (Fiola, 2021). In terms of gender, Métis are trying to restore and promote the original role of women within the Indigenous system which will allow women to reconnect with their spirituality (Fiola, 2021). This is a critical task as the colonial attitudes developed around Indigenous women have led to them being disproportionately exposed to violence (Moeke-Pickering, 2018). Lastly, Métis are working on rebuilding their relationships with nations based on the principles of respect and peace (Fiola, 2021). These principles have been central to Indigenous practices for centuries, such as in the two-row wampum belt of 1764, demonstrating how significant it is to Métis culture (Borrows, 1997). Ultimately, Métis reconnect to their spirituality by revisiting the economic, political, and social aspects of their history that make up the core of who they are.
References for Unit 6
Augustus, C. (2008). Métis scrip. In C. Avery & D. Fitchter (Eds.), Our legacy: Essays (pp. 93-111). University of Saskatchewan.
Borrows, J. (1997). The Royal Proclamation, Canadian legal history, and self-government. In M. Asch (Ed), Aboriginal and treaty rights in Canada: Essays on law, equity, and respect for differences (pp. 155-172). UBC Press.
Drake, K., & Gaudry, A. J. P. (2021). The resilience of Métis title: Rejecting assumptions of extinguishment. In Y. Boyer, L. Chartland & T. Belcourt (Eds.), Bead by bead: Constitutional rights and Métis community (pp. 71-93). UBC Press.
Fiola, C. (2021). A Métis woman’s perspective. In S. Krishnamurti & B. R. Lee (Eds.), Relation and resistance: Racialized women, religion, and diaspora (pp. 259-280). McGill-Queen’s University Press.
Moeke-Pickering, T., Cote-Meek, S., & Pegoraro, A. (2018). Understanding the ways missing and murdered Indigenous women are framed and handled by social media users. Media International Australia, 169(1), 54-64. https://doi.org/10.1177/1329878X1880373
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unit 5Activity 3Based on your readings, answer the following questions;
Explain why Dunning (2018) states, “Inuit-developed educational policies rooted in Inuit knowledges are more likely to be successful” (p.2) using evidence from the article.
What are the E-Disk and Identification System’s five w’s (who, what, where, when & why)?
According to Dunning (2018), why did a top-down approach fail?
use 4 citations from the course
Borrows, J. (1997). The Royal Proclamation, Canadian legal history, and self-government. In M. Asch (Ed), Aboriginal and treaty rights in Canada: Essays on law, equity, and respect for differences (pp. 155-172). UBC Press.
and the Dunning 2018 and 2 more.
UNIT 6
Activity 4
Based on your readings, answer the following questions;
Summarize the concept of Diaspora according to Fiola (2021).
How have Métis been dispossessed of their spirituality due to colonization?
In what ways are Métis rekindling their connection to spirituality?
use all of these citations to answer the questions look at the EXAMPLE ANSWER and answer accordingly. do NOT COPY the example answer.: Augustus, C. (2008). Métis scrip. In C. Avery & D. Fitchter (Eds.), Our legacy: Essays (pp. 93-111). University of Saskatchewan.
Borrows, J. (1997). The Royal Proclamation, Canadian legal history, and self-government. In M. Asch (Ed), Aboriginal and treaty rights in Canada: Essays on law, equity, and respect for differences (pp. 155-172). UBC Press.
Drake, K., & Gaudry, A. J. P. (2021). The resilience of Métis title: Rejecting assumptions of extinguishment. In Y. Boyer, L. Chartland & T. Belcourt (Eds.), Bead by bead: Constitutional rights and Métis community (pp. 71-93). UBC Press.
Fiola, C. (2021). A Métis woman’s perspective. In S. Krishnamurti & B. R. Lee (Eds.), Relation and resistance: Racialized women, religion, and diaspora (pp. 259-280). McGill-Queen’s University Press.
Moeke-Pickering, T., Cote-Meek, S., & Pegoraro, A. (2018). Understanding the ways missing and murdered Indigenous women are framed and handled by social media users. Media International Australia, 169(1), 54-64. https://doi.org/10.1177/1329878X1880373
UNIT 7Activity 3Based on your readings, answer the following questions;
Using Pauktuutit Inuit Women of Canada (2013), outline the five w’s (who, what, where, when, why) of the Inuit experience in Residential Schools.
Highlight three projects created to aid the healing process featured in the Virtual Quilt Book, mentioning the creator’s names and the piece’s symbolism.
use the resource Pauktuutit Inuit Women of Canada (2013) and some other Inuit papers attached. use up to 3-4 citations.
unit 8Activity 1 What is the connection between Idle No More and employment opportunities in Canada?
What is Bill C-45? Why do many Indigenous people consider it ongoing colonialism?
How have Canadian laws been used to marginalize Indigenous people, according to Wotherspoon & Hansen (2013)
find papers to add citations to this only from the resources mentioned here.1 https://universityofmanitoba.desire2learn.com/cont… ( I HAVE ADDED TWO ON ATTACHED FILES “IDLE NO MORE”
Read
• Marques, O., & Monchalin, L. (2020). The mass incarceration of Indigenous women in Canada: A colonial tactic of control and assimilation. In L, George, A.N Norris, A, Deckert, A., & J. Tauri, J (Eds)Neo-colonial injustice and the mass imprisonment of indigenous women, (pp.79-102) Springer International Publishing
UNIT 9
Activity 2
Based on your readings, answer the following questions;
Define Necro politics
According to Mbembe (2003, as cited in Marques & Monchalin, 2020), what two central forms does necro-power take?
How are over-incarceration and necro-politics connected?
FOR CITATIONS: Moeke-Pickering, T., Cote-Meek, S., & Pegoraro, A. (2018). Understanding the ways missing and murdered Indigenous women are Framed and handled by social media users. Media International Australia, 169(1), 54-64. AND ILL A FEW ON PDFS.
Read
Nelson, Rodney. “Beyond Dependency: Economic Development, Capacity Building, and Generational Sustainability for Indigenous People in Canada.” SAGE Open, vol. 9, no. 3, 2019, pp. 215824401987913-, https://doi.org/10.1177/2158244019879137
.UNIT 10
Activity 4
Based on your readings, answer the following questions;
What are Chief Yellowhead’s concerns about extraction in Nibinamik territory?
According to Nelson (2019), why does the word development prompt mixed feelings, expectations, and mistrust in communities? Provide examples from the text.
Explain the community control model and what is required for success.
USE ALL THE PAPERS TO PROVIDE ECONOMICINFO.
USE YELLOW HEAD CITATIONS,
AND THESE Blake, S. (2010). The Scars of Mercury. Sou International
Skinner, K., Hanning, R. M., Desjardins, E., & Tsuji, L. J. S. (2013). Giving voice to food insecurity in a remote indigenous community in subarctic Ontario, Canada: Traditional ways, ways to cope, ways forward. BMC Public Health, 13, 427. https://doi.org/10.1186/1471-2458-13-427
Todd, Z. (2014). Fish pluralities: Human-animal relations and sites of engagement in Paulatuuq, Arctic Canada. Études/Inuit/Studies, 38(1-2), 217-238. https://doi.org/10.7202/1028861ar
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