when there’s so much greed and destruction and violence… · school of indigenous and canadian...

SchoolofIndigenousandCanadianStudies CDNS1002–ThemesintheStudyofCanada:Winter2020

Jerzy Elżanowski, Carleton University, 14.01.20

1

Left:StatueofJohnA.MacdonaldbeingremovedfromVictoriaCityHall,2018.StillfromGlobalNewsvideoonline,https://globalnews.ca/news/4382987/john-a-macdonald-statue-victoria/.Right:DismantlingastatueofLenininUlaanbaatarMongolia,2012.PhotographbyMatthewAlgeo,https://malgeo.blogspot.com/2012/10/removing-lenin.html.

CDNS1002:Monuments,Museums,andMemoryActivismWhenthere’ssomuchgreedanddestructionandviolence…weneedarevolutionoflove.1 Instructor:Jerzy(Jurek)Elżanowski

TeachingAssistant:MirandaLeibelLectureLocation:SA518(SouthamHall)

LectureTime:Fridays,11:35-13:25TutorialLocations:GroupsA1:TBA/GroupA2,TBA

TutorialTime:GroupA1,13:35-14:25/GroupA2,14:35-15:25Emails:[email protected]@cmail.carleton.caOfficehours(Instructor):Wednesdays,15:00-16:00(DuntonTower1203)

1ChristiBelcourt,Facebooktourofretrospectiveexhibition,“Uprising:ThePowerofMotherEarth,”https://www.facebook.com/christibelcourt/videos/10156205509625272/



2

CourseObjectives

Men (but rarely women) on pedestals, darkmemorial halls, museum exhibitions of ‘national’ or ‘natural’history, and jagged ‘trauma’monumentsdot cities around theworld. As the capitalofCanada,Ottawa iscoveredwith a particularly dense layer of commemorativeobjects and sites. In recent decades,Ottawa’smonumentsandmuseumexhibitionshavecomeunder the increasedscrutinyof Indigenousorganizations,the daily press, activist groups and individuals who have identified certainmemorial objects and sites ascolonial,racist,orwhitesupremacist.This year, Themes in the Study of Canada uses monuments, memorials, and museums as a foil for thediscussionandcritiqueofnation-buildingpracticesinCanada.Theaimofthiscourseistofigureouthowandwhymemorialsandmuseumsaresuchcontentioussites,andhowwecanusethediscussionssurroundingthemtobetterunderstandeachcourseparticipant’splaceinlocal,regional,national,andtransnationalsocialandpoliticalconstellations.Assuch,thecoursewillcontextualizememorialswithinshiftingCanadianurbanlandscapes, in relation to Indigenous resistanceand resurgence (specifically territorial acknowledgements),andwithrespecttotransnationalhistoriesoftraumacommemoration.Following the course description, lectures and discussion sessionswill use specificmonuments/memorialsandmuseumexhibitions to consider “Indigenous peoples, literature, language and ethnicity, race, gender,culture and cultural producers, the environment, and international relations.” Each of these (oftenproblematic)categoriesanddesignationsplaysakey role inhowmonumentsareconceived, funded,built,situated in urban landscapes, used/interpreted by visitors, and deployed by interest groups andgovernments.AsyoubegintoentertheworldofMemoryandHeritageStudiesinCanada,thinkaboutthefollowingquestions:Doyouseeyourselfinanyofthetermslistedinthecoursedescriptionabove?Doyouidentifywithagender,ethnicity,orrace?Doyouspeakoneormorelanguages,whicharesomehowtiedtoyour oral histories, literatures, and environments? And finally, do you think that this list appropriatelydescribesthecategoriesthatdefineyourrelationshiptoanationstateortosomesortofphysical,political,or spiritual home? The hope for this term is that the study of places of memory will contribute to anunderstandingofkeypublicdiscussionsinCanadatoday.

LearningOutcomes

Bytheendofthiscourse,amongotheroutcomes,youwillhavedevelopedtheskillsto:

• explain how concepts such as ‘memory,’ ‘heritage,’ ‘space,’ and ‘place’ help you understandyourphysicalandsocial/politicalsurroundings

• explaintheconceptof‘collectivememory’andhowitappliestoeverydaylife• describethescopeof,anddefinekeytermsin,thefieldsofCanadianStudies,MemoryStudies,

andHeritageStudies• describeamonument/memorialinrelationtoacurrentpoliticalissueinCanada• showhowmonuments/museums/heritagesiteshelpusremember/forget• Explain in plain language the significance of the 2015 Final Report of the Truth and

ReconciliationCommissionofCanada



3

• takeaninformedpositiononthequestionofland/territorialacknowledgements• describethecuratorialaims,andassessarangeofpossibleinterpretations,ofamuseumexhibit• participateinarts-basedpracticeasawayofcomplementingwrittenexpression• effectivelydeployresearchskills,includingacademicreading,writing,andreferencing• effectivelytakenotesbasedonmaterialpresentedduringlecturesandclassactivities

Howisthiscoursedifferentfromwhatyoumightbeusedto?Thiscourseisuniqueinthehumanities inthat itusestechniquesofvisualanalysisandartpractice,aswell as digital and curatorial (museum/gallery) sources, to develop interdisciplinary cultural andscholarlyliteracy.Inotherwords,thecoursewillhelpyouplacetexts–sourcesthataremostcommonlyusedinthehumanities–inamuchbroaderworldofculturalproductionthatpeopleusetotellstoriesaboutwhotheyareascitizensandwhat itmeansto inhabitaparticularplace.Asaclass,wewillvisitmonuments and museums, learn how to describe and analyze visual sources, and work with theCarletonUniversityArtGallery(CUAG).AtCUAG,wewilllearnabout,andcriticallyassess,thepotentialofcollaborativeartpracticeasanalternativetotop-downmonument-making.YourworkatCUAGwillprepareyouforAssignments2and3.

CourseCorrespondence

PleasecommunicatewithmeusingyourCarletonemailaccountsonly.Iwilldomybesttorespondtostudent emails within 48 hours and ask that students follow the same rule when responding to myqueries.Iusuallydonotcheckemailmessagesontheweekendsorintheevenings.EmailsreceivedonFridaywilllikelybeansweredthefollowingMondayafternoon.PleasenotethattheinstructorandtheTAswillnotbeansweringemailsduringtheWinterBreak.Beforeemailingmeconsider:

• consultingthecoursesyllabus• checkingthecuLearncoursepage• emailingyourTA

AgreatwaytogetintouchwithmeandwithyourTAsistovisitusduringofficehours.

CourseComponentsThecourseconsistsoflectures,tutorials,tours/workshops,andoptionalexcursions.Itisstructuredsothatallthecomponentshelpbuildtheskillsyouneedtosuccessfullycompletetheassignmentsandexams.Assignmentswillbestartedduringthetutorialsandexcursions,andwillthusbemucheasiertocompletelater.



4

LecturesLectures will explain and contextualize the assigned readings, deliver additional course content, andconnect content to larger disciplinary questions, aswell as to the assignments. The course has beendesignedsothatlecturescomplementandcommentonrequiredreadings.Thismeansthatbothlectureattendanceandreadingareessentialforsuccessinthiscourse.Lectureswillbeinterspersedwithclassactivitiesthatwillencourageyoutoengagewithyourcolleagues,yourTAs,andtheinstructor.Youareresponsible forattending lectures, reading the required texts,participating in classdiscussions,andhanding in assignments on time.One of the learning outcomes of this course is that students willdevelop listening and note-taking skills. Lectures will not be recorded or posted online, and not allrelevantmaterialwillbeincludedinthePowerPointslides.Itisyourresponsibilitytolisten,takenotes,andaskclarifyingquestions.Ifyourequireassistancewithnote-takingduetoadisability,pleaseregisterwiththePaulMentonCentreandcontactmeatthebeginningofthecourse.TheTAsandIareavailablebyemailandduringofficehourstohelpyouwithcourseresponsibilities.Pleasenote:Youmaynotrecord,film,orphotographlecturesunlessgivenexpresswrittenpermissionbythe instructor. All course materials are the instructor’s intellectual property and may under nocircumstancesbecirculatedorpostedonline.TutorialsWeeklylectureswillbecomplementedby50-minutetutorials(usuallyledbyaTA),duringwhichyouwillparticipate inactivitiesdesigned todeepenyourunderstandingof the lecturesandassignedreadings,andtodeveloptheskillsyouwillneedtocompleteyourassignments.Thetutorialsareintendedtogiveyouopportunities to sharpen yourunderstandingof the course content, toprepare for themid-termandfinalexams,andmoregenerally,todevelopyourcriticalthinkingskills.Theclasswillbedividedintotwo groups. Group A1 will meet Wednesday 13:35-14:25 and Group A2 Wednesdays 14:35-15:25.Attendance and participation in tutorials is mandatory and will determine the bulk of yourparticipationgrade.Youmustattendatleast50%ofthetutorialstopassthecourse.WorkshopsandToursThisclasswillincludeaworkshopheldattheCarletonUniversityArtGalleryonMarch4tourofOttawamonumentsonMarch22.DuringtheCAUGworkshoponMarch4,youwillengagewiththecurrentexhibitionasitrelatestoyourassignments.TutorialGroupA1willworkinthegalleryfrom11:35am-13:25pmandtutorialGroupA2willworkfrom13:35pm-15:25pm.Ifyouhaveanyconflicts,pleaseletyourTAknowatleasttwoweeksbeforethetour/workshop.Boththeworkshopandthetourareobligatoryandattendancewillcounttowardsyourparticipationgrade.Inordertopassthecourse,youmustattendatleastoneofthetwoevents.TheOttawamonumentstourwillstartattheNationalHolocaustMonumentat13:15sharpandendatParliamentHillat15:45.Thisschedulewillallowyouenoughtimetogettothemeetingpoint(evenif



5

you have a class scheduled directly before CDNS 1002) andwill leave you enough time to return foreveningclasses.

AssignmentsAssignment1–LandorTerritorialAcknowledgementTASK:Basedonreadingsassignedforclasses1-3,andwiththehelpofanonline“KnowledgeBundle”in“Indigenous Environmental Relations,” (see cuLearn), you are asked to craft a personal territorialacknowledgementtobespokenatpubliceventsintheOttawaregion.SUBMISSION:Theacknowledgementshouldbebetweentwoandtensentenceslong,accompaniedbya200-300wordexplanation.TheexplanationmustreferencetheFinalReportortheCallstoActionofTruthandReconciliationCommissionofCanadaaswellasoneotherclassreading.CONTEXT: In school classrooms, at public events, and in university courses you have doubtlessencountered territorial acknowledgements. Carleton’s suggested acknowledgement sounds like this:“We/IwouldliketoacknowledgetheAlgonquinnationwhosetraditionalanduncededterritorywearegathered upon today.” Acknowledgements serve a number of complex social, political, and legalpurposes;theyaresimultaneouslyrequired,supported,critiqued,andrefusedbyinstitutionsaswellasIndigenousandnon-Indigenous individualsalike. ScholarssuchasChelseaVowel (seearticleassignedfor class 3) have asked if acknowledgements are meaningful when recited in a formulaic way thatcommunicates apathy rather than respect. How can territorial acknowledgements remain sites ofdisruptionratherthancomplicity?PURPOSE:a) topositionyourself inrelationtothe landyou inhabitbeforeyouengage inacritiqueofmonumentsandmuseums;b)tocreateaworkingacknowledgementthatyoumayusewhenpresentinginpublic;andc)tocreatethebasisforachievingthefirstlearningoutcomeofthiscourse:tobeabletoexplain how concepts such as ‘memory,’ ‘heritage,’ ‘space’ and ‘place’ help you understand yourphysicalandsocial/politicalsurroundings.Assignment2-MuseumPanelShortReflectionTASK:PrepareanalternativemuseumpanelforanexhibitfoundinoneofthefournationalmuseumsinOttawa–theNationalGalleryofCanada,theMuseumofNature,theCanadianMuseumofHistory,andtheWarMuseum.SUBMISSION:Aproposalforarevisedpanel/smallexhibitincludingthefollowingmaterials:oneortwooriginalexhibitphotos, transcribedoriginalexhibit texts, your revised texts,a400-600wordcriticalreflection.



6

WORKFLOW:• chooseamuseumandvisititwithcamera/cellphoneandnotepadinhand• identifyapanelorsmallexhibitthatyoufindproblematicorcontroversial• photographtheexhibit,payingspecialattentiontothetexts• transcribethetexts• usethetextsaswellasconceptsfromthreeoftheassignedreadingstowriteacriticalreflection

onthechosenexhibit• propose an alternative exhibit text (you are also welcome to describe an alternative exhibit

format)• collatetheexhibitphotos,thetranscribedtext,yourrevisedtext,andthecriticalreflectioninto

onefilefollowingatemplate• postthefinalproducttotheclassblog

PURPOSE:a)tolearnhowtofeelempoweredtoproposechangestoofficialhistoricalnarratives;b)toproductivelyrelateclassreadingstoaspaceofnationalperformance;c) tounderstandhowmuseumscrafthistoricalnarrativesandfacilitaterememberingandforgettingAssignment3–InterveneonaMonumentTASK:StartingfromJeffThomas’photographsoftheSamueldeChamplainmonumentatNepeanPoint,thisassignmentasksyou to temporarilychange theenvironmentofachosenmonument/memorial inOttawabyphysically insertingyourself intothememorial’s immediateenvironment,andtodocumentthisintervention.Thisisagroupassignmentwithindividualfinalsubmissions.SUBMISSION: Aphotograph of your group intervention accompanied by a 700-900word academictext thatdescribes the intervention in relation to the shortcomingsof the chosenmemorial. Usingconcepts from Memory, Heritage, and Canadian Studies, you are expected to explain how yourinterventionhighlightsoraddressestheseshortcomings.SUGGESTEDWORKFLOW:

• getintogroupsof2-5people• ingroups:

o choose a monument/memorial in Ottawa that you feel requires change orcontextualization

o make a list of terms/concepts/theories from your Heritage, Memory, and CanadianStudiesreadingstodescribethecurrentshortcomingsofthememorial

o brainstormandsketchoutdifferentwaystouseyourbodiestocommentonoraddresstheseshortcomings

o chooseoneplano visitthememorial,perform,andphotographicallydocumentyourintervention

• individually:



7

o choose a photograph from the group work that best represents the content of yourpersonalcritique

o writea500-700wordacademicreflectiononyourinterventiono postyourtextandphotographtotheclassblog(seeTA’sfordetails)

PURPOSE:a)researchmemorialsinOttawa;b)deploytheoreticallanguageusedinreadingsc)learntouseyourbodyasamodeofexpression;d)learntoworkeffectivelyingroups

ExaminationsThemidterm examination will take place during Class 7, February 26, 2020, andwill cover assignedreadings,lectures,tutorialdiscussions,andworkshops.Wewillreviewsamplequestionsandmaintopicsoneweekpriortotheexam.The date of the Final Examinationwill be announced by the University. The final examination willcover material from the entire term, but will focus on the post-midterm material. It too will beprecededbyareviewsession

EvaluationMinimumRequirementsThis isanexperiential learningcoursewherewhatyou learngoesbeyondwhatcanbequantified inatest or assignment.Attendance at all tutorials, the monuments tour, and the CUAGworkshop areobligatory andwill be counted towards your final participation grade. In order to receive apassinggrade (50%) in thecourse, youmustattendat leasthalfof the tutorials,andeither themonumentstourortheCUAGworkshop.Failuretoattendatleasthalfofthetutorialsandoneworkshop/tourwillresult ina failinggrade inthecourseregardlessof theresultsofyourexamsandassignments. It isanexpectationof this course that youwill consistently prepare for lectures and tutorials by reading theassignedtexts.Bybeingprepared,youwillcontributetoenrichingtheclassdiscussionforall.

ParticipationandWeeklyQuestionsYourparticipationmarkincludesattendanceattutorials,thoughtfulcontributiontotutorialdiscussions,aswell as active and enthusiastic engagement in class activities and plannedworkshops. In addition,eachweekyouwillberequiredtoprepareonequestionaboutakey issueraised inthereadings,andsubmit it on cuLearn 24 hours before the class. Sample questions will be posted on cuLearn. TheinstructorandtheTAswillusethesequestionstoguideclassdiscussions.Eachquestionwillbeworth0.5% of your final mark for a total of 5%. You may and should submit questions even if youcannot/choose not to attend class that day.Questions cannot be submitted after the deadline. Noquestions are expected for classes 1 (introduction), 2 (TRC), and 7 (midterm). Formidtermand finalreviewclasses,pleasesubmitaquestionaboutacourseconceptthatyouwouldlikereviewed.



8

Allassignmentsaredueby11:55pm!

Assignment Length Weight DueDate/HeldOnWeeklyQuestions Oneortwosentences 5% OngoingAssn.1:Acknowledgement 200-300words 5% February5Assn.2:MuseumPanel 400-600words 10% March11Assn.3:MonumentIntervention

700-900words 15% April1

Examinations

MidtermExam -------------- 20% February26FinalExam -------------- 30% TBAAttendance/Participation -------------- 15% OngoingPlease note: Examination questions will draw uponmaterial covered in class, during tutorials andworkshops,aswellintheassignedreadings.Late assignment penalty: 5% per day (including weekends). If you need an extension for medicalreasons, because of pregnancy, a religious obligation, or if you have any other concerns about theassignmentdeadlines,pleasespeaktotheinstructorassoonaspossible.Spelling,grammar,citationformat,andpresentationwillimpactyourgrade.Wewilldiscusstheseindetailinclass.ResearchAssistanceThe Library website maintains a webpage related to Canadian Studies. The reference contact forCanadianStudiesquestionsisMarthaAttridgeBufton613-520-2600x2985.

CLASSSCHEDULEPleasenotethatthisisaDRAFTschedule.Readings,discussiontopics,ordatesofclassworkshopsMAYCHANGEDURING THE COURSEOF THE SEMESTER. All changes to the schedulewill be announced inclassandpostedoncuLearn.Ifyouhavemissedaclass,pleasecheckcuLearntoconfirmthereadingsfortheweek.ReadingswillbepostedonARES(https://libares01.carleton.ca/)aswellasoncuLearn.Note:Someof theassignedtextsarequitecomplicatedandwill requireconcentratedandextendedtime to read and understand. In order tomake reading easier, Iwill go over readingmethods andtacticsinclass–thesewillhelpyoureadmorequicklyandretainmorecontent.Class1:January8,2020IntroductoryClass-KeycontroversiesinCanadianStudies‘Then’and‘Now’

• Norequiredreadingsbutdiscussiongroupsscheduledasusual



9

OptionalIntroductoryReading:• ColinM.Coates,“TheStateAgainstCanadianStudies,”inNecessaryTravels:NewAreasStudies

andCanadainaComparativePerspective,editedbySusanHodgettandPatrickJames,(Lanham:LexingtonBooks,2018),155-167.

• T.H.B.Symons,“ToKnowOurselves:TheRationaleforCanadianStudies,”inToKnowOurselves:TheReportoftheCommissiononCanadianStudies,vol.IandII(Ottawa,AssociationofUniversitiesandCollegesofCanada:1975),11-21.

Class2:January15,2020TheTruthandReconciliationCommissionandCanada’sChangingMemoryParadigmAcademicReadings:

• TruthandReconciliationCommissionofCanada,“CallstoAction,”(2015).• TruthandReconciliationCommissionofCanada,“TheAftermathof1885,”inTheTruthand

ReconciliationCommissionofCanadaFinalReport,Volume1(History)Part1,(2015),126-128.• T.H.B.Symons,"JohnA.Macdonald:FounderandBuilder,"CanadianIssues(2015).

PressArticles:

• TheCanadianPress,“Non-IndigenousProfessorGetsGo-aheadtoTeachResidentialSchoolsCourse,”TheTorontoStar,May15,2008,https://www.thestar.com/news/canada/2018/05/15/non-indigenous-professor-gets-go-ahead-to-teach-residential-schools-course.html

• PattyWinsa,“AreIndigenousAcknowledgementsaStepForwardoranEmptyGesture,”TheTorontoStar,December27,2017,https://www.thestar.com/news/insight/2017/12/27/are-indigenous-acknowledgements-a-step-forward-or-an-empty-gesture.html.

• MeganThomas,et.al.,“JohnA.MacdonaldStatueRemovedfromVictoriaCityHall,”CBCNews,August11,2018,https://www.cbc.ca/news/canada/british-columbia/john-a-macdonald-statue-victoria-city-hall-lisa-helps-1.4782065.

Class3:January22,2020Land,Pedagogy,andHeritageRightsAcademicReadings:

• MarieBattisteandJamesSa’ke’jYoungbloodHenderson,“TheConceptofIndigenousHeritageRights,”inProtectingIndigenousKnowledgeandHeritage:AGlobalChallenge(Saskatoon,Purich:2000),66-79.

• LeanneBetasamosakeSimpson,“LandasPedagogy:NishnaabegIntelligenceandRebelliousTransformation,”Decolonization:Indigeneity,Education&Society3(2014),1-25.

PressArticles/Blogs



10

• StephenMarche,“Canada’sImpossibleAcknowledgement,”TheNewYorker,September7,2017,,https://www.newyorker.com/culture/culture-desk/canadas-impossible-acknowledgment.

• ChelseaVowel,“BeyondTerritorialAcknowledgments,”âpihtawiskosisânblog,September23,2016,https://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/.

Class4:January29,2020IntroductiontoMemoryandHeritageStudiesAcademicReadings:

• JefferyK.Olick,“TheSociologyofMemory,”inTheSinsoftheFather:Germany,Memory,Method,(ChicagoUniversityPress,2016).

• Moscovitch,Morris,R.ShaynaRosenbaum,AsafGilboa,DonnaRoseAddis,RobynWestmacott,CherylGrady,MaryPatMcAndrewsetal,"FunctionalNeuroanatomyofRemoteEpisodic,SemanticandSpatialMemory:AUnifiedAccountBasedonMultipleTraceTheory,"JournalofAnatomy207,no.1(2005):35-66.

Class5:February5,2020 Assignment1dueMemoryandCounter-MemoryinCanadaandGermany:ContestedMonumentsandMuseumsAcademicReadings:

• Phillips,RuthB.“APreface–ByWayofanIntroduction,”inMuseumPieces:TowardstheIndigenizationofCanadianMuseums.McGill-QueensPress,2011,3-21.

• JamesE.Young,“MemoryandCounter-Memory,”HarvardDesignMagazine9(Fall,1999),http://www.harvarddesignmagazine.org/issues/9/memory-and-counter-memory.

Class6:February12,2020MidtermReviewFebruary17-21,2020:NOCLASS–HAPPYWINTERBREAK!Class7:February26,2020 MidtermExamination(Discussiongroupswillbeheldasusual)Class8:March4,2020CUAGGalleryTour–DetailsTBAClass9:March11,2020Controversies:RemovalofColonialMonumentsinCanadaandtheUnitedStatesAssignment2dueAcademicReadings:

• ChelseyR.Carter,"RacistMonumentsAreKillingUs,"MuseumAnthropology41,no.2(2018):139-141.



11

• GwendolynW.SaulandDianaE.Marsh,"InWhoseHonor?OnMonuments,PublicSpaces,HistoricalNarratives,andMemory,"MuseumAnthropology41,no.2(2018):117-120.

• Boffa,Adriana."TheQuestionofResidentialSchoolsinCanada:Preserve,Demolish,orRepurpose?,"CanadianSocialStudies49,no.1(2017):11-14.

PressArticles:

• MeganThomas,et.al.,“JohnA.MacdonaldStatueRemovedfromVictoriaCityHall,”CBCNews,August11,2018,https://www.cbc.ca/news/canada/british-columbia/john-a-macdonald-statue-victoria-city-hall-lisa-helps-1.4782065.

• RyanMaloney,“OntarioGovernmentWantstoInstallJohnA.MacdonalStatueRemovedinB.C.,”TheHuffingtonPost,August13,2018,https://www.huffingtonpost.ca/2018/08/13/john-a-macdonald-statue-ontario-victoria_a_23501518/.

• JohnDann,“RemovingMyStatueofJohnA.MacdonaldfromViewIsNotGoingtoChangeOurHistory,”TheGlobeandMail,August13,2018,https://www.theglobeandmail.com/opinion/article-removing-my-statue-of-john-a-macdonald-from-view-is-not-going-to/.

• TheCanadianPress,“SirJohnA.MacdonaldStatueVandalizedinKingston,”TheTorontoStar,January11,2013,https://www.thestar.com/news/canada/2013/01/11/sir_john_a_macdonald_statue_vandalized_in_kingston.html.

• “Montreal’sJohnA.MacdonalStatueVandalizedAgain,”MontrealGazette,December24,2018,https://montrealgazette.com/news/local-news/montreals-john-a-macdonald-statue-vandalized-again.

• ComparevideoofearlierincidentofMontrealvandalization:https://www.facebook.com/NoBordersMediaNetwork/videos/400435100491036

Class10:March18,2020 Ottawa’sMemorialtotheVictimsofCommunismandNationalHolocaustMonument

• Dolgoy,RebeccaClare,andJerzyElżanowski."Workingthroughthelimitsofmultidirectionalmemory:Ottawa’sMemorialtotheVictimsofCommunismandNationalHolocaustMonument."CitizenshipStudies22,no.4(2018):433-451.

Class11:March25,2020 MonumentsTour(MeetatNationalHolocaustMonumentat13:15)

• NoReadingsClass12:April1,2020 Assignment3dueFinalExamReview



12

AcademicIntegrity

ThefollowingtextsarepartofCarleton’sacademicintegrityandequitypolicies.Plagiarism:Plagiarismisaveryseriousacademicoffence.Itoccurswhensomeonetriestopassanyoneelse’s work as their own. It occurs when a student either a) directly copies more than one of twosentences of another’s written work without acknowledgement; or b) closely paraphrases theequivalent of a short paragraph or more without acknowledgement; and c) borrows, withoutacknowledgement,any ideas inaclearandrecognizedform, insuchaway,astopresentthemasthestudent’sownthoughts,wheresuchideas,iftheywerethestudent’sownwouldcontributetothemeritofhisorherwork.InstructorswhosuspectplagiarismarerequiredtosubmitthepaperandsupportingdocumentationtotheDepartmentChair,whowillreferthecasetotheDean.Studentsareremindedthatplagiarismcanresultinarangeofpenaltiesincludingfailureinthecourse.Itisinthestudent’sbestintereststokeepalloftheirresearchpapersintactafterhandinginpapers.ResubmissionofWork:Priorapprovaloftheinstructormustbeobtainedifyouintendtosubmitworkthathaspreviouslyorconcurrentlybeensubmitted,inwholeorinpart,forcreditinanyothercourse.For more details see the Academic Integrity Policy http://www1.carleton.ca/senate/ccms/wp-content/ccms-files/Academic-Integrity-Policy.pdf

AcademicAccommodationFor Carleton’s academic accommodationpolicy, including an important sectionon survivors of sexualviolence,pleasesee:https://students.carleton.ca/course-outline/#accommodation-for-student-activities

when there’s so much greed and destruction and violence… · school of indigenous and canadian...

Documents