{"id":1055,"date":"2022-05-05T20:54:00","date_gmt":"2022-05-06T00:54:00","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/?post_type=chapter&#038;p=1055"},"modified":"2022-07-25T01:42:24","modified_gmt":"2022-07-25T05:42:24","slug":"module-2-sample-assignment-rubric","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/chapter\/module-2-sample-assignment-rubric\/","title":{"raw":"Module 2 - Sample Assignment &amp; Rubric","rendered":"Module 2 &#8211; Sample Assignment &amp; Rubric"},"content":{"raw":"<span style=\"color: #000000\">This page outlines the assignment students are to complete for this module. Included, you will find:<\/span>\r\n<ul>\r\n \t<li>Pre-assignment reading<\/li>\r\n \t<li>Student learning objectives<\/li>\r\n \t<li>Assignment details and introduction<\/li>\r\n \t<li>Assignment deliverables<\/li>\r\n \t<li>Assignment rubric<\/li>\r\n<\/ul>\r\nA downloadable file of the assignment can be found at the bottom of this page.\r\n<h2>Pre-Assignment Reading<\/h2>\r\nPlease have your students read the following CBC article, court case summary and the timeline of events below, before starting the assignment:\r\n<ol>\r\n \t<li>CBC Article: <a href=\"https:\/\/www.cbc.ca\/news\/canada\/british-columbia\/delgamuukw-court-ruling-significance-1.5461763\">'We still have title': How a landmark B.C. court case set the stage for Wet'suwet'en protests<\/a><\/li>\r\n \t<li>Court Case Summary: <a href=\"https:\/\/www.thecanadianencyclopedia.ca\/en\/article\/delgamuukw-case\">Delgamuukw Case<\/a><\/li>\r\n<\/ol>\r\n<h2>Learning Objectives<\/h2>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Assignment - Student Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAfter completing this assignment, students will be able to:\r\n\r\n<strong>Knowledge<\/strong>\r\n<ul>\r\n \t<li>Define \u201cway of knowing\u201d<\/li>\r\n \t<li>Appraise the strengths and limitations of the empirical way of knowing<\/li>\r\n \t<li>Synthesize two cross-cultural perspectives to create a shared strategy with polarity mapping<\/li>\r\n \t<li>Differentiate normative claims from prescriptive claims<\/li>\r\n<\/ul>\r\n<strong>Skills<\/strong>\r\n<ul>\r\n \t<li>Construct a polarity map based on a general recipe<\/li>\r\n \t<li>Demonstrate cross-cultural analysis by compiling the guiding principles of two ways of knowing<\/li>\r\n<\/ul>\r\n<strong>Attitudes<\/strong>\r\n<ul>\r\n \t<li>Express interest in uncovering personal and group biases<\/li>\r\n \t<li>Reconcile and reframe apparent unresolvable, opposing problems by using a polarity map<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Assignment<\/h2>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Assignment - Setting the Stage<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div>\r\n\r\nPlease review this condensed timeline of the given case study:\r\n<ul>\r\n \t<li><strong><em>2012<\/em> <\/strong>\u2014 TC Energy is selected by LNG Canada to design, build, own and operate Coastal GasLink. TC Energy begins a community engagement process, followed by environmental and engineering studies along the proposed route.<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li><strong><em>2014 <\/em><\/strong><em>\u00a0\u2014\u00a0 <\/em>Coastal GasLink files the Environmental Assessment Application with the BC Environmental Assessment Office and a detailed project design application to the BC Oil and Gas Commission. The project\u2019s conditional <a href=\"https:\/\/projects.eao.gov.bc.ca\/api\/document\/5e459849c981fe0021018fb0\/fetch\/CGL%20-%20Assessment%20Report%20for%20EAC%20Decision%20-%2020141008.pdf\">Environmental Assessment Certificate<\/a> was awarded on October 24, 2014.<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 33px\">In November 2014, the Wet\u2019suwet\u2019en First Nation Band, Chief and Council and the Province of British Columbia, represented by the Minister of Aboriginal Relations and Reconciliation signed the \u201c<a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www2.gov.bc.ca\/assets\/gov\/environment\/natural-resource-stewardship\/consulting-with-first-nations\/agreements\/wetsuweten_first_nation_pba_cgl_signed_bcr_-_jan_2015.pdf\">Natural Gas Pipeline Benefits Agreement<\/a><span style=\"text-align: initial;font-size: 1em\">\u201d, outlining a project payment of 2.32 million dollars in exchange for use of land encompassed in Wet\u2019suwet\u2019en territory along with other benefits.<\/span><\/p>\r\n\r\n<ul>\r\n \t<li><strong>2019 <\/strong>\u2014 The Wet\u2019suwet\u2019en Nation comprises 5 clans, each clan split into house groups who take care of different territories. The Unist\u2019ot\u2019en House of the Gilseyhu Clan are responsible for protecting a territory known as Talbits Kwa, through which the Coastal Gaslink pipeline is proposed to be constructed. The main access to this territory is the Morice River Bridge. Many of the Wet\u2019suwet\u2019en hereditary chiefs oppose the pipeline plans, and the Unist'ot'en house have committed themselves to safeguarding with the construction of checkpoints along the road to Unist'ot'en. These checkpoints were used to prevent Coastal Gaslink from beginning pipeline construction in the territory.<\/li>\r\n<\/ul>\r\n<p style=\"padding-left: 33px\">On January 7th, 2019,<a href=\"https:\/\/www.coastalgaslink.com\/siteassets\/pdfs\/about\/regulatory\/2020-01-07-order-re-interlocutory-injunction.pdf\"> the Supreme Court of British Columbia issued an injunction<\/a>, (a judicial order compelling a party to do or refrain from certain acts) prohibiting the prevention of freedom of movement over the Morice River Bridge. This injunction application was made on behalf of the plaintiff, Coastal Gaslink Pipeline LTD to those delaying access to the bridge and preventing the construction of the Coastal Gaslink Pipeline. This order also included enforcement injunctions so that the Royal Canadian Mounted Police (RCMP) and other appropriate police authorities could forcibly arrest and remove any person contravening the order, and detain them until they appear before the court.<\/p>\r\n<p style=\"padding-left: 33px\">In the following weeks, the Unist'ot'en camp which occupied the Morice River Bridge was dispersed. The RCMP detained and arrested 14 protesters on-site, enabling Coastal Gaslink passage across the bridge. This sparked Indigenous rights and environmental solidarity protests in 70 cities around the world, <a href=\"https:\/\/unistoten.camp\/timelines\/international-solidarity-with-wetsuweten\/\">according to the Unist\u2019ot\u2019en.<\/a><\/p>\r\n\r\n<ul>\r\n \t<li><strong>2020<\/strong> \u2014 May 14, 2020, <a href=\"http:\/\/www.wetsuweten.com\/files\/SIGNED_MOU_BC,_CANADA_AND_WETSUWETEN_MAY_14,_2020.pdf\">a Memorandum of Understanding<\/a> between the Ministers of Indigenous Relations and the 9 active Wet'suwet'en Hereditary Chiefs that recognize Indigenous rights and title through hereditary governance and commit to negotiations over the following 12 months.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<h2>Assignment Details<\/h2>\r\n<ol>\r\n \t<li>Answer the following: What are the differences in the ways of knowing sovereignty between Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en hereditary chiefs?\r\n<ul>\r\n \t<li>Hint: This question relates to the interpretation of legal authority. Please answer this by providing two prescriptive statements, one from the perspective of each party.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li>Example of a prescriptive statement: Engineering students should keep up with current events.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li>What are the assumptions that justify these two prescriptive statements?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<ol>\r\n \t<li style=\"list-style-type: none\">\r\n<ul>\r\n \t<li>Example assumption: Current events allow engineering students to see how their classes apply to the world.\r\n<ul>\r\n \t<li>Can the proof of the two statements be observed? If so, where? If not, why not?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Create a polarity map that clarifies a shared challenge that has not yet been achieved by Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en Hereditary Chiefs. Imagine that this map could be co-created at the negotiation table by both parties. The instructions for creating a polarity map are below:\r\n<ul>\r\n \t<li>Define the Challenge<\/li>\r\n \t<li>Identify Key Polarities<\/li>\r\n \t<li>Label Poles<\/li>\r\n \t<li>Brainstorm Content<\/li>\r\n \t<li>Identify the Action Steps<\/li>\r\n \t<li>Identify Early Warnings\r\n<ul>\r\n \t<li>You are encouraged to create your systems map layout to suit your space needs, however the <a href=\"https:\/\/www.polaritypartnerships.com\/\">Polarity Map<\/a> [Web Link] by Barry Johnson and Polarity Partnerships\u00a0may also be used.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Outline and justify in 2-3 sentences the step in the design process where Coastal Gaslink and the Wet\u2019suwet\u2019en should reintroduce consultation measures moving forward.\r\n<ul>\r\n \t<li>Recall the engineering design process. This is the \u201crecipe\u201d for engineering work and guides the design of shared collaboration objectives. Please answer question 3 using the steps in this design framework.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n<h2>Assignment Deliverables<\/h2>\r\nYou will submit one PDF document which:\r\n<ol>\r\n \t<li>Answers the question - What are the differences in the ways of knowing sovereignty between Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en hereditary chiefs?<\/li>\r\n \t<li>Contains a polarity map that clarifies a shared challenge that has not yet been achieved by Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en Hereditary Chiefs.<\/li>\r\n \t<li>Outlines and justifies in 2-3 sentences the step in the design process where Coastal Gaslink and the Wet\u2019suwet\u2019en should reintroduce consultation measures moving forward.<\/li>\r\n<\/ol>\r\n<span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">Supplementary Articles and Other Resources<\/span>\r\n<div>\r\n<ul>\r\n \t<li><strong>CBC News: <\/strong><a href=\"https:\/\/www.cbc.ca\/news\/canada\/british-columbia\/wetsuweten-coastal-gaslink-pipeline-alternative-path-1.5464945\">Why Coastal GasLink says it rejected a pipeline route endorsed by Wet'suwet'en hereditary chiefs<\/a><\/li>\r\n \t<li><strong>CBC News (Opinion): <\/strong><a href=\"https:\/\/www.cbc.ca\/news\/opinion\/gaslink-pipeline-1.4973825\">There are two kinds of Indigenous governance structures, but Canada has been listening to just one<\/a><\/li>\r\n \t<li><strong>The Globe and Mail (Opinion): <\/strong><a href=\"https:\/\/www.theglobeandmail.com\/opinion\/article-the-coastal-gaslink-dispute-highlights-the-complicated-essential-need\/\">The Coastal GasLink dispute highlights the complicated, essential need to balance rights<\/a><\/li>\r\n \t<li><span class=\"instructure_file_holder link_holder instructure_file_link_holder\"><a class=\"file_preview_link\" title=\"wetsuweten_first_nation_pba_cgl_signed_bcr_-_jan_2015.pdf\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988589\/download?wrap=1\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/76579\/files\/14988589\" data-api-returntype=\"File\" data-id=\"14988589\">Natural Gas Benefit Agreement between Wet'suwet'en and British Columbia<\/a><\/span><\/li>\r\n \t<li><span class=\"instructure_file_holder link_holder instructure_file_link_holder\"><a class=\"file_preview_link\" title=\"2020-01-07-order-re-interlocutory-injunction.pdf\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988591\/download?wrap=1\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/76579\/files\/14988591\" data-api-returntype=\"File\" data-id=\"14988591\">Supreme Court Injunction<\/a><\/span><\/li>\r\n \t<li><span class=\"instructure_file_holder link_holder instructure_file_link_holder\"><a class=\"file_preview_link\" title=\"coastal-gaslink-injunction-analysis.pdf\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988590\/download?wrap=1\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/76579\/files\/14988590\" data-api-returntype=\"File\" data-id=\"14988590\">Analysis of the Application of Injunction<\/a><a class=\"file_download_btn\" role=\"button\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988590\/download?download_frd=1\" data-id=\"14988590\">\u00a0<\/a><\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Rubric<\/h2>\r\n<span style=\"color: #000000\">A sample rubric to evaluate your students' assignments is found below. Feel free to download and adapt the rubric to match your assessment procedures (i.e. changing weights, etc.).<\/span>\r\n\r\n[table id=7 \/]\r\n<h1>Downloadable Files<\/h1>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Downloadable Assignment<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/05\/Module-2-Assignment.docx\"><span class=\"instructure_file_holder link_holder instructure_file_link_holder\">Module 2: Assignment (Word)<\/span><\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span style=\"color: #000000\">This page outlines the assignment students are to complete for this module. Included, you will find:<\/span><\/p>\n<ul>\n<li>Pre-assignment reading<\/li>\n<li>Student learning objectives<\/li>\n<li>Assignment details and introduction<\/li>\n<li>Assignment deliverables<\/li>\n<li>Assignment rubric<\/li>\n<\/ul>\n<p>A downloadable file of the assignment can be found at the bottom of this page.<\/p>\n<h2>Pre-Assignment Reading<\/h2>\n<p>Please have your students read the following CBC article, court case summary and the timeline of events below, before starting the assignment:<\/p>\n<ol>\n<li>CBC Article: <a href=\"https:\/\/www.cbc.ca\/news\/canada\/british-columbia\/delgamuukw-court-ruling-significance-1.5461763\">&#8216;We still have title&#8217;: How a landmark B.C. court case set the stage for Wet&#8217;suwet&#8217;en protests<\/a><\/li>\n<li>Court Case Summary: <a href=\"https:\/\/www.thecanadianencyclopedia.ca\/en\/article\/delgamuukw-case\">Delgamuukw Case<\/a><\/li>\n<\/ol>\n<h2>Learning Objectives<\/h2>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Assignment &#8211; Student Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>After completing this assignment, students will be able to:<\/p>\n<p><strong>Knowledge<\/strong><\/p>\n<ul>\n<li>Define \u201cway of knowing\u201d<\/li>\n<li>Appraise the strengths and limitations of the empirical way of knowing<\/li>\n<li>Synthesize two cross-cultural perspectives to create a shared strategy with polarity mapping<\/li>\n<li>Differentiate normative claims from prescriptive claims<\/li>\n<\/ul>\n<p><strong>Skills<\/strong><\/p>\n<ul>\n<li>Construct a polarity map based on a general recipe<\/li>\n<li>Demonstrate cross-cultural analysis by compiling the guiding principles of two ways of knowing<\/li>\n<\/ul>\n<p><strong>Attitudes<\/strong><\/p>\n<ul>\n<li>Express interest in uncovering personal and group biases<\/li>\n<li>Reconcile and reframe apparent unresolvable, opposing problems by using a polarity map<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Assignment<\/h2>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Assignment &#8211; Setting the Stage<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div>\n<p>Please review this condensed timeline of the given case study:<\/p>\n<ul>\n<li><strong><em>2012<\/em> <\/strong>\u2014 TC Energy is selected by LNG Canada to design, build, own and operate Coastal GasLink. TC Energy begins a community engagement process, followed by environmental and engineering studies along the proposed route.<\/li>\n<\/ul>\n<ul>\n<li><strong><em>2014 <\/em><\/strong><em>\u00a0\u2014\u00a0 <\/em>Coastal GasLink files the Environmental Assessment Application with the BC Environmental Assessment Office and a detailed project design application to the BC Oil and Gas Commission. The project\u2019s conditional <a href=\"https:\/\/projects.eao.gov.bc.ca\/api\/document\/5e459849c981fe0021018fb0\/fetch\/CGL%20-%20Assessment%20Report%20for%20EAC%20Decision%20-%2020141008.pdf\">Environmental Assessment Certificate<\/a> was awarded on October 24, 2014.<\/li>\n<\/ul>\n<p style=\"padding-left: 33px\">In November 2014, the Wet\u2019suwet\u2019en First Nation Band, Chief and Council and the Province of British Columbia, represented by the Minister of Aboriginal Relations and Reconciliation signed the \u201c<a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www2.gov.bc.ca\/assets\/gov\/environment\/natural-resource-stewardship\/consulting-with-first-nations\/agreements\/wetsuweten_first_nation_pba_cgl_signed_bcr_-_jan_2015.pdf\">Natural Gas Pipeline Benefits Agreement<\/a><span style=\"text-align: initial;font-size: 1em\">\u201d, outlining a project payment of 2.32 million dollars in exchange for use of land encompassed in Wet\u2019suwet\u2019en territory along with other benefits.<\/span><\/p>\n<ul>\n<li><strong>2019 <\/strong>\u2014 The Wet\u2019suwet\u2019en Nation comprises 5 clans, each clan split into house groups who take care of different territories. The Unist\u2019ot\u2019en House of the Gilseyhu Clan are responsible for protecting a territory known as Talbits Kwa, through which the Coastal Gaslink pipeline is proposed to be constructed. The main access to this territory is the Morice River Bridge. Many of the Wet\u2019suwet\u2019en hereditary chiefs oppose the pipeline plans, and the Unist&#8217;ot&#8217;en house have committed themselves to safeguarding with the construction of checkpoints along the road to Unist&#8217;ot&#8217;en. These checkpoints were used to prevent Coastal Gaslink from beginning pipeline construction in the territory.<\/li>\n<\/ul>\n<p style=\"padding-left: 33px\">On January 7th, 2019,<a href=\"https:\/\/www.coastalgaslink.com\/siteassets\/pdfs\/about\/regulatory\/2020-01-07-order-re-interlocutory-injunction.pdf\"> the Supreme Court of British Columbia issued an injunction<\/a>, (a judicial order compelling a party to do or refrain from certain acts) prohibiting the prevention of freedom of movement over the Morice River Bridge. This injunction application was made on behalf of the plaintiff, Coastal Gaslink Pipeline LTD to those delaying access to the bridge and preventing the construction of the Coastal Gaslink Pipeline. This order also included enforcement injunctions so that the Royal Canadian Mounted Police (RCMP) and other appropriate police authorities could forcibly arrest and remove any person contravening the order, and detain them until they appear before the court.<\/p>\n<p style=\"padding-left: 33px\">In the following weeks, the Unist&#8217;ot&#8217;en camp which occupied the Morice River Bridge was dispersed. The RCMP detained and arrested 14 protesters on-site, enabling Coastal Gaslink passage across the bridge. This sparked Indigenous rights and environmental solidarity protests in 70 cities around the world, <a href=\"https:\/\/unistoten.camp\/timelines\/international-solidarity-with-wetsuweten\/\">according to the Unist\u2019ot\u2019en.<\/a><\/p>\n<ul>\n<li><strong>2020<\/strong> \u2014 May 14, 2020, <a href=\"http:\/\/www.wetsuweten.com\/files\/SIGNED_MOU_BC,_CANADA_AND_WETSUWETEN_MAY_14,_2020.pdf\">a Memorandum of Understanding<\/a> between the Ministers of Indigenous Relations and the 9 active Wet&#8217;suwet&#8217;en Hereditary Chiefs that recognize Indigenous rights and title through hereditary governance and commit to negotiations over the following 12 months.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<h2>Assignment Details<\/h2>\n<ol>\n<li>Answer the following: What are the differences in the ways of knowing sovereignty between Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en hereditary chiefs?\n<ul>\n<li>Hint: This question relates to the interpretation of legal authority. Please answer this by providing two prescriptive statements, one from the perspective of each party.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Example of a prescriptive statement: Engineering students should keep up with current events.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li>What are the assumptions that justify these two prescriptive statements?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ol>\n<li style=\"list-style-type: none\">\n<ul>\n<li>Example assumption: Current events allow engineering students to see how their classes apply to the world.\n<ul>\n<li>Can the proof of the two statements be observed? If so, where? If not, why not?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Create a polarity map that clarifies a shared challenge that has not yet been achieved by Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en Hereditary Chiefs. Imagine that this map could be co-created at the negotiation table by both parties. The instructions for creating a polarity map are below:\n<ul>\n<li>Define the Challenge<\/li>\n<li>Identify Key Polarities<\/li>\n<li>Label Poles<\/li>\n<li>Brainstorm Content<\/li>\n<li>Identify the Action Steps<\/li>\n<li>Identify Early Warnings\n<ul>\n<li>You are encouraged to create your systems map layout to suit your space needs, however the <a href=\"https:\/\/www.polaritypartnerships.com\/\">Polarity Map<\/a> [Web Link] by Barry Johnson and Polarity Partnerships\u00a0may also be used.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li>Outline and justify in 2-3 sentences the step in the design process where Coastal Gaslink and the Wet\u2019suwet\u2019en should reintroduce consultation measures moving forward.\n<ul>\n<li>Recall the engineering design process. This is the \u201crecipe\u201d for engineering work and guides the design of shared collaboration objectives. Please answer question 3 using the steps in this design framework.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<h2>Assignment Deliverables<\/h2>\n<p>You will submit one PDF document which:<\/p>\n<ol>\n<li>Answers the question &#8211; What are the differences in the ways of knowing sovereignty between Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en hereditary chiefs?<\/li>\n<li>Contains a polarity map that clarifies a shared challenge that has not yet been achieved by Coastal Gaslink Pipeline LTD and the Wet\u2019suwet\u2019en Hereditary Chiefs.<\/li>\n<li>Outlines and justifies in 2-3 sentences the step in the design process where Coastal Gaslink and the Wet\u2019suwet\u2019en should reintroduce consultation measures moving forward.<\/li>\n<\/ol>\n<p><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">Supplementary Articles and Other Resources<\/span><\/p>\n<div>\n<ul>\n<li><strong>CBC News: <\/strong><a href=\"https:\/\/www.cbc.ca\/news\/canada\/british-columbia\/wetsuweten-coastal-gaslink-pipeline-alternative-path-1.5464945\">Why Coastal GasLink says it rejected a pipeline route endorsed by Wet&#8217;suwet&#8217;en hereditary chiefs<\/a><\/li>\n<li><strong>CBC News (Opinion): <\/strong><a href=\"https:\/\/www.cbc.ca\/news\/opinion\/gaslink-pipeline-1.4973825\">There are two kinds of Indigenous governance structures, but Canada has been listening to just one<\/a><\/li>\n<li><strong>The Globe and Mail (Opinion): <\/strong><a href=\"https:\/\/www.theglobeandmail.com\/opinion\/article-the-coastal-gaslink-dispute-highlights-the-complicated-essential-need\/\">The Coastal GasLink dispute highlights the complicated, essential need to balance rights<\/a><\/li>\n<li><span class=\"instructure_file_holder link_holder instructure_file_link_holder\"><a class=\"file_preview_link\" title=\"wetsuweten_first_nation_pba_cgl_signed_bcr_-_jan_2015.pdf\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988589\/download?wrap=1\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/76579\/files\/14988589\" data-api-returntype=\"file\" data-id=\"14988589\">Natural Gas Benefit Agreement between Wet&#8217;suwet&#8217;en and British Columbia<\/a><\/span><\/li>\n<li><span class=\"instructure_file_holder link_holder instructure_file_link_holder\"><a class=\"file_preview_link\" title=\"2020-01-07-order-re-interlocutory-injunction.pdf\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988591\/download?wrap=1\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/76579\/files\/14988591\" data-api-returntype=\"file\" data-id=\"14988591\">Supreme Court Injunction<\/a><\/span><\/li>\n<li><span class=\"instructure_file_holder link_holder instructure_file_link_holder\"><a class=\"file_preview_link\" title=\"coastal-gaslink-injunction-analysis.pdf\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988590\/download?wrap=1\" data-api-endpoint=\"https:\/\/canvas.ubc.ca\/api\/v1\/courses\/76579\/files\/14988590\" data-api-returntype=\"file\" data-id=\"14988590\">Analysis of the Application of Injunction<\/a><a class=\"file_download_btn\" role=\"button\" href=\"https:\/\/canvas.ubc.ca\/courses\/76579\/files\/14988590\/download?download_frd=1\" data-id=\"14988590\">\u00a0<\/a><\/span><\/li>\n<\/ul>\n<\/div>\n<h2>Rubric<\/h2>\n<p><span style=\"color: #000000\">A sample rubric to evaluate your students&#8217; assignments is found below. Feel free to download and adapt the rubric to match your assessment procedures (i.e. changing weights, etc.).<\/span><\/p>\n<table id=\"tablepress-7\" class=\"tablepress tablepress-id-7\">\n<thead>\n<tr class=\"row-1\">\n<th class=\"column-1\">Benchmark Grade<\/th>\n<th class=\"column-2\">Identifying ways of knowing  (20%)<\/th>\n<th class=\"column-3\">Evaluating and Identifying<br \/>\nassumptions that uphold the ways<br \/>\nof knowing (20%)<\/th>\n<th class=\"column-4\">Respectfully synthesizing ways of<br \/>\nknowing with a polarity map (40%) <\/th>\n<th class=\"column-5\">Document Format (20%)<\/th>\n<\/tr>\n<\/thead>\n<tbody class=\"row-striping row-hover\">\n<tr class=\"row-2\">\n<td class=\"column-1\">100%<\/td>\n<td class=\"column-2\">Student leadership: advanced skills<br \/>\nand approaches researched and<br \/>\nimplemented above and beyond<br \/>\nstandard expectations.<\/td>\n<td class=\"column-3\">Student leadership: advanced skills<br \/>\nand approaches researched and<br \/>\nimplemented above and beyond<br \/>\nstandard expectations.<\/td>\n<td class=\"column-4\">Student leadership: advanced skills<br \/>\nand approaches researched and<br \/>\nimplemented above and beyond<br \/>\nstandard expectations.<\/td>\n<td class=\"column-5\">Student leadership: advanced skills and<br \/>\naapproaches researched and implemented<br \/>\nabove and beyond standard expectations.<\/td>\n<\/tr>\n<tr class=\"row-3\">\n<td class=\"column-1\">90%<\/td>\n<td class=\"column-2\">Given any knowledge claim, student<br \/>\nhas the ability to isolate and<br \/>\nunderstand which ways of knowing<br \/>\nwere used to acquire this knowledge. .<br \/>\nAll written work is unbiased and shows<br \/>\nthat student understands the validity of<br \/>\nall ways of knowing.<\/td>\n<td class=\"column-3\">Excellent understanding of the different<br \/>\nways of knowing and interpretation of<br \/>\nlegal authority. Prescriptive statements<br \/>\nare written in a manner that show good<br \/>\nunderstanding of normative claims and<br \/>\nprescriptive claims.<\/td>\n<td class=\"column-4\">Polarity map clearly states the shared<br \/>\nchallenge and demonstrates an<br \/>\nexcellent understanding of both<br \/>\nperspectives. Respective ways of<br \/>\nknowing are used to clarify and explain<br \/>\nboth persrpectives. There is careful<br \/>\nattnetion to detail presented in both<br \/>\nperspectives allowing for a unique<br \/>\nsynthesis of opposing ideas.<\/td>\n<td class=\"column-5\">All format expectations were followed as<br \/>\ndescribed in the assignment outline<\/td>\n<\/tr>\n<tr class=\"row-4\">\n<td class=\"column-1\">70%<\/td>\n<td class=\"column-2\">Given any knowledge claim, student<br \/>\nhas the ability to isolate and undersand<br \/>\nmost of the ways of knowing used to<br \/>\nacquire knowledge claim. All written<br \/>\nwork is unbiased and shows that<br \/>\nstudent understands the validity of all<br \/>\nways of knowing<\/td>\n<td class=\"column-3\">Good understanding of the different<br \/>\nways of knowing and interpretation of<br \/>\nlegal authority. Prescriptive statements<br \/>\nare simple and well written.<\/td>\n<td class=\"column-4\">Polarity map clearly states the shared<br \/>\nchallenge and demonstrates an<br \/>\nexcellent understanding of both<br \/>\nperspectives. Respective ways of<br \/>\nknowing are used to clarify and explain<br \/>\nboth persrpectives. Polarity map is<br \/>\ndetailed and presents an adequate<br \/>\nsynthesis of opposing ideas.<\/td>\n<td class=\"column-5\">Most format expectations were followed as<br \/>\ndescribed in the assignment outline, with a<br \/>\ncouple of minor errors.<\/td>\n<\/tr>\n<tr class=\"row-5\">\n<td class=\"column-1\">50%<\/td>\n<td class=\"column-2\">Given any knowledge claim, student<br \/>\nhas the ability to understand some of<br \/>\nthe ways of knowing used to make the<br \/>\nspecific knowledge claim. There is<br \/>\nsome understanding of the equal<br \/>\nvalidity of all ways of knowing but<br \/>\nwritten work may show some bias<br \/>\ntowards certain ways of knowing<\/td>\n<td class=\"column-3\">Minimal understanding of the of the<br \/>\ndifferences in the ways of knowing and<br \/>\ninterpretation of authority. Prescriptive<br \/>\nstatements lack clarity.<\/td>\n<td class=\"column-4\">Polarity map clearly states the shared<br \/>\nchallenge and demonstrates a good<br \/>\nunderstanding of both perspectives.<br \/>\nRespective ways of knowing are used<br \/>\nto explain knowledge from both<br \/>\nperspectives. There are some missing<br \/>\ndetails in the polarity map leading to a<br \/>\nbiased synthesis of opposing ideas.<\/td>\n<td class=\"column-5\">Format expectations as described in the<br \/>\nassignment outline were somewhat followed.<\/td>\n<\/tr>\n<tr class=\"row-6\">\n<td class=\"column-1\">0%<\/td>\n<td class=\"column-2\">Given a knowledge claim student is<br \/>\nunable to indenitfy which ways of<br \/>\nknowing were used to make the<br \/>\nknowledge claim. There is little to no<br \/>\nunderstanding equality and validity of<br \/>\ndifferent ways of knowing<\/td>\n<td class=\"column-3\">Little to no understanding of different<br \/>\nways of knowing and interpretation of<br \/>\nlegal authority. Work is incomplete<\/td>\n<td class=\"column-4\">shared challenge isn't clearly stated in<br \/>\nthe polarity map. There is little to no<br \/>\nunderstanding of how the ways of<br \/>\nknowing can be synthesized to bring<br \/>\nopposing ideas into one solution.<\/td>\n<td class=\"column-5\">Format expectations as described in the<br \/>\nassignment outline were ignored or unread.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><!-- #tablepress-7 from cache --><\/p>\n<h1>Downloadable Files<\/h1>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Downloadable Assignment<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><a href=\"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-content\/uploads\/sites\/1604\/2022\/05\/Module-2-Assignment.docx\"><span class=\"instructure_file_holder link_holder instructure_file_link_holder\">Module 2: Assignment (Word)<\/span><\/a><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":1076,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1055","chapter","type-chapter","status-publish","hentry"],"part":1041,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1055","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/users\/1076"}],"version-history":[{"count":19,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1055\/revisions"}],"predecessor-version":[{"id":1394,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1055\/revisions\/1394"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/parts\/1041"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapters\/1055\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/media?parent=1055"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/pressbooks\/v2\/chapter-type?post=1055"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/contributor?post=1055"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/decolonizingengineering\/wp-json\/wp\/v2\/license?post=1055"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}