Beruflich Dokumente
Kultur Dokumente
Question Number
Keyed Response
Cognitive Process
Mark
Topic
PLO
Question Source
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
D D A B C D D A D A C C B C C C B C B B C C C
K U U K K K K K U K U K U U U U K U K K U U K
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3
B1 B1 B2 B2 B2 B2 B2 B2 B4 B2 B2 B4 B3 B3 B4 B4 B4 B4 C2 C1 C3 C3 C3
MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC
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Question Number
Keyed Response
Cognitive Process
Mark
Topic
PLO
Question Type
Question Source
24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 26. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55.
A A C C C C B C C B D A B C C C C D A C A A D D B B D B A C D C
U U K K U K U U K U K K K U K U U K U K U K U U U U U U K U K K
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 3 3 3 3 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 5 4
C4 E1 C4 C4 C4 C4 C5 C5 C5 C5 C5 C5 C5 E1 E1 E1 E3 E1 E3 E3 E3 E1 E1 E1 D2 D2 D2 D4 D4 D3 D4 D5
MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC MC
Question Number
Keyed Response
Cognitive Process
Mark
Essay Topic
Question Type
Question Source
1. 2.
H H
12 12
VI V
WR WR
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(15%)
Note to Markers: Students are not expected to include all of the following points and they may include other valid points not presented here. Students may earn full marks by developing a limited number of points.
stories, songs, dances and narratives pass down culture and traditions was the basis of traditional education stories are used because they are easier to remember passes down the spiritual beliefs of the people teaches moral lessons, history, family history and are part entertainment passes on skills and values is part of protocol tells how things came to be; for example: landmarks, rivers explain origins of people passes on news, knowledge, and cultural values may now be used in court with regards to land claims origin stories, creation stories, transformer stories, trickster stories teaches how to become a storyteller
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2. Explain how the Indian Act has impacted the lives of First Nations.
(15%)
Note to Markers: Students are not expected to include all of the following points and they may include other valid points not presented here. Students may earn full marks by developing a limited number of points.
Assimilation and paternalism have been the foundations of the Indian Act. The goal of the Indian Act was to protect Aboriginals while attempting to civilize them and prepare them to enter mainstream society. The Indian Act served to suppress cultures and keep Aboriginal people locked in a state of dependency with little control over their own affairs. The Indian Act allowed the government to do the following:
Land ownership
restriction of movement from one reserve to another restriction of right to pursue land claims restriction on ownership of land led to restricted ability to own/run a business restriction on selling land women who married non-native men later amendments included anyone who obtained a university degree or entered a profession military service in some cases resulted in loss of status led to loss of culture, artifacts confiscated arrest records oral history was taken away interfered with traditional governance
Banned the potlatch and other ceremonies Imposed residential schools Discriminatory
amendment enforced mandatory attendance led to loss of family connections, culture, language, spiritual practices some experienced abuse illegal to consume alcohol illegal to raise money for political purposes illegal to pursue land claims no right to vote
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women who married non-First Nations men; women who married outside their nationslost rights to reserve land and certain government benefits children of those marriages prohibited women from voting in band elections led to a division between those recognized under the Indian Act and those who were not non-First Nations women would gain status if they married First Nations men could determine who was an Indian could decide on best uses for reserve lands for decades, First Nations could not leave their reserves without a pass from the agent led to loss of traditional governance
Controlled/ determined who had status Employed Indian agents to enforce control Enforced elections versus hereditary chiefs Amendments
1951: ban on ceremonies, raising money for political purposes, and consumption of alcohol was dropped 1960: federal voting rights were extended unconditionally to all First Nations; for the first time, it was possible to be both an Aboriginal and a Canadian 1985: Bill C-31: allowed disenfranchised First Nations to regain their status
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While writing is evident, no attempt has been made to address the topic given or the writing is illegible. No Response A blank paper with no response given.
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