instructions assignment: to create a digital provincial exam review. purpose: to better grasp the...

InstructionsAssignment: To create a digital Provincial Exam Review.

Purpose: To better grasp the Ministry Prescribed Learning Outcomes for BC First Nations Studies 12. Why? Because the provincial exam asks very specific questions, but generally can be identified by the PLOs + you have to do it Method: The PowerPoint will be Linear in nature and broken down into Themes. This means there will be an introduction slide with headings that will link to other slides. You will become familiar with hyperlinks very quickly. Procedure:•You will only use 1-4 slides for each Theme we covered in FNS12. The first slide will be your title page. The 2nd slide will be titled Chapter 1: The Land. The 3rd or 4th will be title the subsequent chapters for the theme (Theme 1 is Relationships to the Land and covers chapters 1,2,and 3 of the textbook.•Each slide will have a information slide before it.•You are to arrange the slide in any way as long as it is informative to me, organized and readable. The font can be small as it will only be read by me.•Each Theme will be marked with the Rubric on the last page•This will help you, and it will give you confidence and take away stress come study time.

1. Due: Thursday, June 18, 20152. Their will be daily checks

MARKING RUBRIC

Your grade is based on the completion , accuracy, detail, and visual aesthetics of each theme.

Due Date Met: YES= 4/4 NO = 4/4 /4

Theme1: Relationships to the Land Chapters 1-3

/12

Theme 2: The Historical Journey Chapters 4-9

/24

Theme 3 The Legacy of Colonialism Chapters 10-13

/12

Theme 4 Cultural Expression Chapters 14-17

/12

Total: /64

BC First Nations Studies 12Provincial Exam Review

BCFNS12 Sample Exams

http://www.bced.gov.bc.ca/exams/search/

Theme 1: Relationships to the Land

Chapter 1: The Land•Patrilineal•Social organization of FNs groups•Hereditary leaders (coast) vs. consensus (interior)•Determination of leaders in FNs societies•Geographic Regions coast, southern interior, northern interior, and Northeast

– One major traditional group from each– Major resources from each– Diet from coast vs diet from interior– Main dwellings from each and where they were located + picture– Climate from each

Definitions Patrilineal- inheriting or determining descent through the male line

Social organization of First Nations groupsFamilies associated together to form an identifiable group referred to a band. The interior peoples had flexible governing systems being democratic and having no class system. The y also had a head chef as leader, but usually he acted more as a father or advisor that a powerful ruler. He consulted together with the elders whenever important decisions were made (consensus). Chief was appointed through heredity, and for other positions people were chosen on there qualities to do the job. On the coast, the groups had strict social codes to follow, with a rigid hierarchy whereby chiefs were ranked in importance. Class systems were made up of chiefs, nobles, commoners, and slaves.

Hereditary leaders(coast) vs. consensus (Interior)On the coast, people were ranked to there importance slave being at the bottom and chief being at the top. Chiefs made final decisions.In the interior, chiefs worked together with the elders and made decisions based on everyone in the group agreeing on the problem/decision.

Coastal people People-The main groups of the coast are the Haida, Tsimshain, Nisga’a, Kwakwaka’wakw, Nuu-chah nulth, Coast Salish, and the Tsimshian. Traditions- Potlatch Resources- Ocean, salmon, oolichan, deer, camas bulb, shell fish, and herring. Salmon are dried, and ollichan spawn in the spring.Climate- wet mild climate, stays above freezing in the winter, below 20 degrees in summer, temperate rain forests. Houses- long houses

Southern InteriorPeople- Okanagan, Ktunaxa(kootnay, unrealted language to any in the world., Secwepernc, Nlaka’pamux, and St’at’imc. Traditions – Hunting Resources- Plants, barriers, camas bulbs, wild potatoes, hemp, deer, elk, moose, lichen, and bear. Climate- Dry climate, wide range of seasonal temperatures, hottest and driest region, almost desert, cold winters.Features- Fraser and Columbia riverHouses- Pit houses

Northern InteriorPeople-Tlingit, Dakelh,Tsilhquot’in, Wet’suwet’en, Gtixsan, Sekanie, Kaska, Tagish, Tutchane, Tahltan.Traditions-hunting Resources- Salmon, Moose, Deer, Caribou, Cougars, Coyotes, wolves.Climate- Low precipitation, cold winter, warm summers Features- Fraser and Skeena River, Rocky mountains.

Geographic Regions – Coast, southern interior, Northern interior, and northeast

North EastPeople- Den-thah, and Dunne-zaTraditions- huntingResources- Moose, Caribou, large mammals, Bison, bears, northern pike Climate-Summer=20 degrees, winter=-20 degrees, extreme temperatures, arctic air.Features- Flat, and few foothills, Taiga biomeVery little people that have had to adapt to their environment.


Chapter 2: Living on the Land•Stewardship•FNs view on resources•Material culture•Adze + picture•Fishing techniques + picture•Women’s jobs•Transportation and material used to make it•Social organization of Coast people vs. the interior


• Answer page


Chapter 3: Sharing the Land and Resources •Trade routes (grease trails)•Fraser River vs. the Pacific Ocean•Obsidian + picture•Dentalium + picture•Copper•Holistic education•Vision quest•Purpose of the potlatch•2 war-like First Nations groups


• Answer page

Theme 2: The Historical JourneyChapter 4: The Fur Trade Era, 1770s-1849•Nuu-chah-nulth + picture

– Captain Cook + picture

•Maritime fur trade vs. land-based fur trade•Fur trade posts (HBC vs. NWC)•Women in the fur trade

– Forts– Metis– Duties behind fort walls

•Fur trades effect on settlement patterns•Impact of trade goods on FNs traditional activities + pictures (ie. Pots, guns, blankets)•1774-1900 Smallpox epidemic + percentage

Theme 2: The Historical Journey• Answer page

Theme 2: The Historical Journey

Chapter 5: The Colonial Era, 1849-1871•The Royal Proclamation of 1763•James Douglas + the 14 Douglas Treaties + picture•BNA recognized Ab. Title to land but BC did not•Chilcotin War•The Gold Rush (Fraser River)


• Answer page

Theme 2: The Historical JourneyChapter 6: Canada Takes Control, 1871-1911 •FNs split between provincial and federal government in terms of control over land and people•Joseph Trutch•Definition of a Treaty•Date of the 7 prairie treaties + CPR building for John A. Macdonald•Date the Indian Act was created

– Indian acted treated FNs like children = wards of the state– Enfranchisement– Local Indian government under the Indian Act = band councils– First Indian Reserve Commissioner– Banning of the Potlatch + response by FNs– Cultural tradition is primarily transmitted through education

•Treaty 8 and issues between federal and provincial governments + map picture•The Victoria Conference and the Allied Indian Tribes

Victoria Conference and the Allied Indian Tribes1911; first union of BC FNs to discuss Aboriginal issues

FNs split between provincial and federal government in terms of control over land and peopleFN were controlled by the federal government but the land they lived on was controlled by the provincial government. This put them in the middle.

Joseph TrutchPut in charge of FN after James Douglas. Trutch’s position was Commissioner of lands and Works. He, unlike Doulas didn’t like the FNs and ignored the Royal Proclamation. He also cut reserves down.

Definition s Treaty- a formal agreement between two groups, usually sovereign bodies or nations. Treaties in Canada were between First Nations and the government to claim land as their own.Enfranchisement- Gives people the right to vote I elections but to do this they must give up their Indian Status

Date of the 7 prairie treaties + CPR building for John A. Macdonald1870’s ; John A McDonald built the CPR primarily to protect the BNA from American invasions. Canada’s economics would increase through work programs and settlement of the west. The FNls were in the way, so, as per the Royal Proclamation of 1763, treaties needed to be signed with the Fs…there were 7 prairie treaties

Date the Indian Act was createdIt was created in 1876

Banning the PotlatchDate= 1884,FNs practiced it in private=community dinners or Christmas

Cultural tradition transmitted through education

Treaty 8BC didn’t want to give land to the FNs; federal government actually had land reserved for the CPR, federal governance gave up that land so the FNs could use it in their treaty

First Indian reserve commissioner G.M. Sproat

Indian act treated FN like children=wards of the state

Local Indian government under the Indian Act=band councils


Chapter 7: Adapting to New Economies•Traditional FNs economies•Food fishery + effect on FNs•1931, purpose of the Native Brotherhood•FNs fisherman

– Boats, licenses

•farming + effects on FNs– hop berries

•Ranching– Okanagan region

•Effect of wage economy on families•Definition of Capitalism


• Answer page

Theme 2: The Historical JourneyChapter 8: Organizing for Aboriginal Rights, 1912-1951•Allied Indian Tribes + Native Brotherhood

– Response to Mckenna-McBride Commission– fight for public schools and old age pension

•World War One– Number that fought; status and non-status– Role in World War I

•Definition of cut-off lands•Duncan Campbell Scott•Indian Act

– Bill 14, University Degree + FNs, Section 141– Potlatch Ban + Dan Cranmer

•World War II– Number that fought; status and non-status– Effect on FNs after the war– Veterans Land Act (VLA)– Effect on Status– 1994 Remembrance Day

•Provincial Vote to FNs, Federal Vote to FNs, First Aboriginal Cabinet Minister•Date of women’s right to vote in band elections


• Answer page


Chapter 9: Pursuing Justice, 1951-1997 •Hawthorne Report; White Paper•1969, Union of BC Indian Chiefs•1982 Repatriation of the Constitution

– Constitution Express

•Significance of Calder Case; Sparrow Case; Delgamuukw Case; and Van der peet Case•OKA Crisis + outcome•Definition of Fiduciary Responsibility


• Answer page

Theme 3: The Legacy of Colonialism

Chapter 10: Communities in Transition•Impact of colonialism on FNs communities•Average income of FNs vs. non-FNs•Health of FNs vs. non-FNs•Criminal Justice System and FNs•Indian Act

– Band membership– Discrimination– Hierarchy for FNs families– FNs woman married a non-status man =– FNs man married a non-status women =– Bill C-31

•Chiefs accountable to the whole group, not just the creator•FNs leaders were trained since _______•Newest disease in FNs populations•# of residential school lawsuits

•# of residential school lawsuitsThere are 6,000 lawsuits against residential schools

•Impact of colonialism on FNs communities imposition of beliefs and legislation from foreign culturesGovernance, local economies, the health of families, and interactions with the criminal justice system.

•Average income of FNs vs. non-FNsThe average income of First Nations is only 70 percent of the average incomes of other Canadians.Household income is 40 percent lower that the national average. FNs on reserves receive a higher portion of their income from government payments(employment insurance and pensions)

•Health of FNs vs. non-FNsPoverty, overcrowding and poor housing have led to chronic and acute respiratory diseasesAverage age of death is 20 year lower than the average CanadianChild mortality is 3 times the average Canadian(17.5 versus 7.9 per 1000) 33 percent of all aboriginals death are related

to violence, 8 percent in mainstream Canada.

•Criminal Justice System and FNsNot entitled to vote in federal elections until 1960Activities related to land claims were criminalized between 1927-1951Children forcibly removed from homes and brought to residential schools 12 percent of the federal and 20 percent of the provincial admissions to prison

•Indian ActBand membership-only people with status according to the Indian Act can be members of a bandDiscrimination- against women Hierarchy for FNs families- males were the head of familiesFNs woman married a non-status man = loss statusFNs man married a non-status women = gains statusBill C-31- altered the rules of status, cant enfranchise anyone without asking( no more Bill 14), Women and children gained lost status, and controls were given to bands.

•Chiefs accountable to the whole group, not just the creator•FNs leaders were trained since childhood

•Newest disease in FNs populationsTB and Diabetes are some of the newest diseases to face the First Nations.


Chapter 11: Metis and Non-Status People•1892 repatriation of the constitution•Ancestry of Metis•Contribution of Metis during the Fur Trade•Michif•Pemmican & scrip•First conflict between whites and Metis = Battle of Seven Oaks•Red River Rebellion vs Northwest Rebellion (date; outcome)•Metis wanted to seek rights in land/resources & self-governing


• Answer page


Chapter 12: First Nations Society Today•Population of FNs in Canada•Social conditions on reserves•Status card & taxes (income vs property tax)•Unemployment on reserves•Language and survival of culture


• Answer page


Chapter 13: Self-Government and Treaties•2 bands to achieve self-government = Sechelt & ______•# of groups wanted self-government•3 Self-government models (and what they look like)•# of years FNs have been seeking treaties in BC•First step in moving towards treaty settlements•Tripartite•Three types of self-governing bodies•Nisga’a & self-government (Frank Calder)•Date of BC Treaty Commission•Okanagan Nations negotiating group


• Answer page

Theme 4: Cultural Expression

Chapter 14: Oral Traditions•Prior to European contact, the basis for FNs education•Requirements to repeat a FNs story•Time period of many FNs stories•Transformers•Trickster•Appellant•En’owkin Center


• Answer page


Chapter 15: First Nations Literature•Creative non-fiction•Theytus Books•Cultural appropriation in FNs literature


• Answer page


Chapter 16: First Nations Visual & Decorative Art•Shamanism•Argillite•First Nations art forms

– Stone– Pictographs– Petro glyphs– Wood jewellery– West Coast Art (ovids, S-form, U-form, Primary, and True Line)

•Most exciting artistic revival


• Answer page


Chapter 17: Beyond Stereotypes•Description of FNs by early Europeans•Myths about First Nations•Definition of stereotype•Definition of Moral suasion•What happened to FNs art in 1800s and 1900s?•Example of how FNs are “telling their own truth”


• Answer page

instructions assignment: to create a digital provincial exam review. purpose: to better grasp the...

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