BIG QUIZ Flashcards
Main Course Themes
- Resistance
- Empathy
Resistance Type
Civil Disobedience
Individuals intentionally break laws or rules to protest injustice. Think of peaceful sit-ins or refusing to comply with discriminatory
regulations.
E.g. Martin Luther King Jr.
Resistance Type
Cultural Resistance
Deliberate and creative ways in which individuals or groups challenge dominant norms, ideologies, and power structures through cultural expressions.
E.g. Told that you have a dress code, but you come wearing your cultural clothing
Resistance Type
Quiet Resistance
Subtle, often unobtrusive acts of defiance against oppressive systems or norms. Unlike overt protests or confrontations, quiet resistance operates discreetly, challenging the status quo through small, persistent actions.
E.g. A dress code says that you can’t wear jewelry, but you wear small pieces of jewelry anyway
Intransigence
Refusal to change one’s views or to agree about something
The Status Quo
- The existing state of affairs
- When people want to maintain the status quo, they are often resistant to progress
Subvert
- Undermine the power and authority of (an established system or institution).
- to overturn or overthrow from the foundation : ruin
Ideologies
A system of ideas and ideals, especially one which forms the basis of economic or political theory and policy
Persecution
Hostility and ill-treatment, especially on the basis of ethnicity and religion
Maltreatment
Cruel or violent treatment of a person or animal
Tyranny
Cruel and oppressive government or rule
Subjection
The action of subjecting a country or person to one’s control
“the country’s subjection to European colonialism”
Repression
The action of subduing someone or something by force
Prejudice
Preconceived opinion that is not based on reason or actual experience
Empathy Type
Cognitive Empathy
This involves understanding another person’s mental state. For example, accurately reading someone’s body language and tone of voice.
Empathy Type
Emotional Empathy
This refers to the ability to feel what someone else is feeling. When you see another person suffering, you can instantly envision yourself going through the same
experience and feel what they are going
through.
- put yourself in someone else’s shoes
Empathy Type
Compassionate Empathy
This type of empathy leads to action. It involves feeling concerned for another person’s well-being and often motivates you to help or support them.
E.g. best friend is studying for a test, you want to help them study
Clemency
Mercy; lenience
Forbearance
Patient self-control; restraint and tolerance
Humanitarianism
A broad dedication to and belief in the fundamental value of human life
Altruism
The belief in or practice of disinterested and selfless concern for the well-being of others
Goodwill
- Friendly, helpful, or cooperative feelings or attitude
- Company, nonprofit chain with a range of pre-owned stuff
Benevolence
The quality of being well meaning; kindness.
Magnanimity
Generous or forgiving, especially toward a rival or less powerful person
Commiseration
Sympathy and sorrow for the misfortunes of others; compassion
Why were the course themes chosen?
Because contemporary Indigenous Literatures often work to deconstruct stereotypes that exist about Indigenous Peoples. As you read texts in this course, you should watch out for where texts resist against ideas and encourage empathy.
Stereotype and Myth Example
Indigenous People in Harmony with Nature
This stereotype portrays Native Americans as the “original environmentalists.” It suggests that Indigenous Peoples have an innate, harmonious connection with nature. However, it oversimplifies their complex relationships with the environment and mischaracterizes their actual experiences.
Sterotype and Myth Example
Indigenous Peoples are Migrants to North America like Europeans
The Oral Traditions of Indigenous Peoples in North America indicate that Indigenous Peoples have lived for millenia in the places they live, although some record ancient migrations within the Americas (not to the Americas).
Stereotype and Myth Example
Reserve Lands and Resources
Contrary to the stereotype, Indigenous Peoples do not have unlimited control over their reserve lands and resources. The federal government retains significant authority, and many Indigenous communities face challenges related to land management, economic development, and resource extraction.
Stereotype and Myth Example
“Free Ride” Myth
Some believe that Indigenous Peoples receive a “free ride” from the federal government. However, this oversimplification ignores the complexities of fiduciary duty and the responsibilities
the government has toward Indigenous communities.
Causes people to not support Indigenous peoples
Stereotype and Myth Example
Free Housing
The belief that Indigenous Peoples living on reserves receive free housing oversimplifies the reality. Housing conditions vary widely, and many Indigenous communities struggle with inadequate housing, overcrowding, and infrastructure deficits.
Stereotype and Myth Example
Homogeneity
Treating all Indigenous Peoples as the same perpetuates stereotypes. In reality, there are diverse cultures, languages, and histories among First Nations, Métis, and Inuit communities.
Stereotype and Myth Example
Residential Schools
The impact of residential schools is not ancient history. The trauma and intergenerational effects continue to shape Indigenous communities today.
Stereotype and Myth Example
“Vanishing Indian” Myth
This myth assumes that Indigenous cultures are disappearing. However, Indigenous resilience, cultural revitalization, and activism challenge this notion.
Stereotype and Myth Example
Education
While there are educational opportunities available, claiming that Indigenous Peoples receive entirely free secondary education overlooks systemic barriers, underfunding, and disparities in educational outcomes.
Stereotype and Myth Example
All Indigenous People Live on Reserves
Indigenous Peoples can be found living on and off reserves and whether an Indigenous person lives on a reserve or not has no bearing on whether or not they are Indigenous and have a specific Indigenous identity.
Stereotype and Myth Example
Taxation
Indigenous Peoples do pay taxes in Canada. However, the myth persists that they do not contribute financially to the country.
PRINCIPLE 1: THE PURPOSE OF
INDIGENOUS STYLE
The purpose of Indigenous style is to produce works that:
● reflect Indigenous realities as they are perceived by Indigenous Peoples
● are truthful and insightful in their Indigenous content
● are respectful of the cultural integrity of Indigenous Peoples
To bring attention and respect to Indigenous art
PRINCIPLE 3: INDIGENOUS LITERATURES AND CANLIT
- Indigenous Literatures are their own canon and not a subgroup of CanLit.
- Contemporary Indigenous author’s works are an extension of Traditional Knowledge systems, Indigenous histories, histories of colonization, and contemporary realities.
- Indigenous literatures frame these experiences for Indigenous readers and provide non-Indigenous readers with context for these realities.
- Contemporary Indigenous Literatures connect to and extend Traditional Stories and Oral Traditions that have existed for centuries and millennia, and that long predate CanLit.
Indigenous literature IS NOT Canadian literature
PRINCIPLE 4: RECOGNIZING INDIGENOUS IDENTITY
Indigenous style recognizes that Indigenous Peoples view themselves according to the following key principles:
● They are diverse, distinct cultures** - different groups (e.g. Mi’kmaq, Haudenosaunee)**
● They exist as part of an ongoing continuum through the generations tracing back to their ancient ancestors.
● They have not been assimilated into mainstream Canadian society, and their national and cultural paradigms have not been fundamentally altered or undermined through colonization - it is not a melting pot
● They are currently in the process of cultural reclamation and rejuvenation, marked by significant participation from Indigenous youth** - youth are being taught about their culture**
● National cultural change and adaptation do not mean that Indigenous Peoples have acquiesced to mainstream Canadian society, nor that Indigenous cultures have been fundamentally altered or undermined - because they’re using Western writing does not mean they’ve given up their identities
PRINCIPLE 11: INAPPROPRIATE TERMINOLOGY
when to use/not use
Works should avoid inappropriate terminology used in reference to Indigenous Peoples, except when:
● Specifically describing or discussing this terminology as terminology
● Referring to a proper name, or the name of an institution or document that contains the terminology - e.g. the Indian Act
● Quoting from a source that contains the terminology (E.G. a historical source)
● If a work quotes from a historical source that uses inappropriate terminology, it is important to flag this content. This means discussing the terminology in a footnote or endnote, or, better yet, in a paragraph in run of text. - explaining why you’re using it
PRINCIPLE 12: THE NAMES OF INDIGENOUS PEOPLES
Indigenous style uses the names for Indigenous Peoples that Indigenous Peoples use for themselves. It establishes these names through consultation with Indigenous Peoples, and compilations of names done through consultation with Indigenous Peoples…Exceptions to this principle include:
● Specifically describing or discussing another term that has been used as a name for an Indigenous People
● Referring to a proper name, or the name of an institution or document, that contains another name
● Quoting from a source that contains another name (E.G., a historical source).
PRINCIPLE 13: TERMS THAT SHOULD BE CAPITALIZED
Terms for Indigenous identities; Indigenous governmental, social, spiritual, and religious institutions; and Indigenous collective rights should be capitalized.
E.g. Mowhawk, Anishanaabe, Indigenous
PRINCIPLE 18: INAPPROPRIATE POSSESSIVES
Indigenous Peoples are independent sovereign nations that predate Euro-colonial states and are not “owned” by
Euro-colonial states. Indigenous style therefore avoids the use of possessives that imply this such as “Canada’s Indigenous Peoples,” “our Indigenous Peoples, and “the Indigenous Peoples of Canada.”
You CAN say the Indigenous people of this land or the Indigenous people on this land
PRINCIPLE 19: REUSING CULTURAL MATERIAL IN ARCHIVES OR ALREADY IN PUBLICATION
Indigenous style recognizes that materials contained in archives, or already published in works about Indigenous Peoples, may have violated cultural Protocols. Authors, editors, and publishers need to establish permission to use these materials from the Indigenous People who own them as their cultural property.
PRINCIPLE 22: PAST TENSE
Avoid the past tense in writing about Indigenous Peoples, except when:
● Referring to an activity or event that specifically and exclusively took place in the past
● Referring to an indigenous cultural activity that is no longer practices (as this is rarely the case, seek confirmation with an authoritative member of the particular Indigenous People)
● Using a quotation that uses the past tense
Inappropriate
terminology
is…
- Any terms that dehumanise or devalue Indigenous Peoples or culture, such as: artifact, barbarian, band, clan, discovery, folklore, heathen, myth, prehistory, primitive, ritual, savage, tribe, uncivilized.
- Any terms not used by Indigenous Peoples to describe themselves or their cultural practices and symbols, especially ones that are derogatory, such as: brave, buck, Eskimo, Indian, Native, peace pipe, rain/war dance, redman/redskin, squaw, tomahawk, tom-tom.
Respectfully
Referring to
Indigenous
People…
The term Indigenous Peoples is used to refer to First Nations, Inuit, and Métis peoples in Canada collectively, and also to refer to Indigenous Peoples worldwide collectively. Indigenous is always an adjective. In Canada, use of the term goes like this:
● An Indigenous person is an individual who identifies as First Nations, Inuit, or Metis
● Indigenous Peoples are the distinct societies of First Nations, Inuit, and Metis peoples in Canada. This term recognizes the cultural integrity and diversity of Indigenous Peoples.
● An Indigenous People is a single one of the distinct societies of First Nations, Inuit, and Metis peoples in Canada.
● Indigenous people refers to people who identify as First Nations, Inuit, or Metis in a context where their specific identity is not at issue.
● When writing about an Indigenous person, try to NOT refer to them as “Indigenous person” and INSTEAD identify them by their Indigenous Nation, as modelled above with Younging.
PRINCIPLE 8: WORKING WITH
TRADITIONAL KNOWLEDGE AND ORAL TRADITIONS
Indigenous style recognizes Traditional Knowledge and Oral Traditions as Indigenous cultural property, owned by Indigenous People and over which Indigenous People exert control. This
recognition has bearing on permission and copyright, and applies even when non-Indigenous laws do not require it.
When can we use Indigenous Literature?
- While we may study responsibly published Indigenous Literatures freely, we must be careful with any story that is the cultural property of Indigenous Peoples (E.G. creation stories).
- Some stories belong to the communities they are from, and it is not respectful or responsible to use them for exercises in a class.
Oral Traditions
Oral Traditions comprise the stories that have been told for generations, many of which are Sacred Stories.
Traditional Knowledge
- Traditional Knowledge is a wider category
- Includes: Indigenous architecture; forest management with fire; medicines and herbology; and knowledge about climate patterns and animal migrations.
- Traditional Knowledge also includes Oral Traditions.
- For the most part Traditional Knowledge is not sacred–but some of it is.
- Mostly information.
THE FOUR R’s BY KIRKNESS AND BARNHARDT
Respect
- The foundation of the Four R’s
- Recognizing the inherent value and dignity of all people, including Indigenous peoples and their knowledge
- Involves acknowledging and honouring the history and traditions of Indigenous peoples
THE FOUR R’s BY KIRKNESS AND BARNHARDT
Responsibility
- Means recognizing the role that non-Indigenous people have in creating a more just and equitable society for all
- Involves acknowledging the harms of colonization
- Working towards reconciliation with Indigenous peoples
- Taking action to address the ongoing social, economic, and environmental issues facing Indigenous communities.
THE FOUR R’s BY KIRKNESS AND BARNHARDT
Relevance
- Recognizing the importance of Indigenous knowledge and culture in today’s world
- Indigenous knowledge is grounded in centuries of lived experience and is deeply connected to the land and environment
THE FOUR R’s BY KIRKNESS AND BARNHARDT
Reciprocity
- Means recognizing that relationships between Indigenous and non-Indigenous peoples must be based on mutual respect, understanding, and benefit
- Involves giving and receiving in equal measure
- Recognizing the importance of Indigenous knowledge and culture in shaping our collective future
Jo-ann Archibald’s Seven Principles of Indigenous Storytelling
Respect
Show respect for animals, elders, and nature. Research is a way of showing respect.
Jo-ann Archibald’s Seven Principles of Indigenous Storytelling
Reverence
Show reverence for oratory and storytelling and for the ideas they share with you.
Jo-ann Archibald’s Seven Principles of Indigenous Storytelling
Responsibility
Take responsibility for listening. Use your three ears for figuring out what stories mean to you.
Jo-ann Archibald’s Seven Principles of Indigenous Storytelling
Interrelatedness
Look for the ways in which the story relates with what is outside the text. How the story relates with you. How the story relates with ideas in the world. How the story relates with who has told it.
Jo-ann Archibald’s Seven Principles of Indigenous Storytelling
Synergy
- The idea that different things come together to operate as a whole
- Synergistic interaction between storyteller, listener, and story is part of how we figure out meaning in a text
- How does the story and its telling interact with you? How does listening to the story through your lens create a distinct meaning when reading the story?
- We must listen or read while a story is being told with three ears—two to hear with on the side of our head, and one on our heart.
Jo-ann Archibald’s Seven Principles of Indigenous Storytelling
Holism
- The Indigenous philosophical concept of holism refers to the interrelatedness between the intellectual, spiritual, emotional and physical realms to form a whole healthy person
- Onself < family < community < nation < intellectual, physical, emotional, spiritual
Jo-ann Archibald’s Seven Principles of Indigenous Storytelling
Reciprocity
Consider what a story prompts you to share in return as a result of the synergy between you and the text, interrelationships you see, and the ways in which it affects you. The story gives its meaning. Give back yours.
What is respectful cross-cultural writing?
- The practice of creating content that
accurately and empathetically portrays cultures different from one’s own. - Goal is to foster understanding and promote positive interactions across diverse backgrounds.
A respectful cross-cultural writer will… (the right way)
- Research and Understand
- Be Empathetic
- See Individuality: Treat individuals as individuals, with their own complex profile of characteristics, experiences, and perspectives. Do not treat one person or one group of people as representative of an entire cultural group. Do not make assumptions of the individual due to their membership in a cultural group
- Seek Clarification
- Admit Mistakes
A respectful cross-cultural writer will avoid… (the wrong way)
- Cultural Appropriation
- Stereotypes and Othering: Avoid perpetuating stereotypes or portraying a culture as monolithic. Represent the diversity within each culture and avoid “othering” by treating it as exotic or foreign.
- Assumptions and Generalizations
- Language Barriers: Be aware of language nuances. Words or phrases may have different meanings or connotations across cultures. Seek clarification when in doubt.
- Ignoring Power Dynamics
Absolute Language
- Refers to the use of words or phrases that express definitiveness, leaving no room for middle ground or ambiguity
- Sometimes this language is appropriate to use, such as when you want to forcefully express a perspective
- Use of absolute language in cross-cross cultural writing can reinforce negative stereotypes and assumptions
Pitfalls of Absolute Language
- Leaves no room for nuance or exceptions. This can lead to inflexibility in communication.
- Using absolutes like “always” or “everyone” can lead to overgeneralization.
- Often lacks precision. It doesn’t convey degrees or shades of meaning.
- Can escalate disagreements and create polarization.
- Sets high expectations that may not be achievable.
Absolute Language Alternatives
- Instead of saying “always” or “never,” use qualifiers like “often” or “usually.”
- Use comparative words to express relative degrees: (“better,” “worse,” “more,” “less”)
- Hedging phrases soften the impact of an assertion. Examples include: “In my opinion…”, “It seems that…”, “Perhaps…”
- Instead of absolutes, use terms that acknowledge uncertainty (“likely,” “probably,” “possibly,” etc.)
- Frame your statements conditionally (“if,” “unless,” “provided that,” etc.)
MC - Lucy and the Football
To abrogate means to:
a) Abolish by authoritative action
b) To stray from the original meaning of a term or concept
c) Teaching a person to accept a set of beliefs uncritically
d) To evade a responsibility or duty
a and d
MC - Lucy and the Football
- As of Sept. 21, 2024, some _ former residential schools have shown possible indications of unmarked graves.
a) 36
b) 80
c) 72
d) 94
b
MC - Lucy and the Football
What year was the two row wampum belt made?
a) 1613
b) 1780
c) 2021
d) 1560
a
MC - Lucy and the Football
1996 Royal Commission on Aboriginal Peoples is now fully fulfilled.
a)True
b) False
False
MC - Lucy and the Football
Why did Lucy represent the Canadian government?
a) she was Canadian
b )she had the football which represents treaty
c) she held power over charlie brown like the Canadian government
d) Lucy doesn’t represent Canadian government
c
MC - Lucy and the Football
Why did Trudeau want to enact the White Paper Policy
a) To assimilate indigenous
b) To take away past treaties made with indigenous peoples
c) To make indigenous peoples equal
d) To indigenous peoples their rights back
c
MC - Lucy and the Football
What year was the White Paper Policy Proposed
a) 1964
b) 1996
c) 1969
d) 1947
c
MC - The Rise and Resistance of Inigenous Literature
What part was censored from Maria Campbell’s 1973 memoir, Halfbreed?
a) The physical abuse she faced in residential school for speaking Cree
b) Her account of when an RCMP officer sexually assaulted her
c) The drug abuse common in many deep poverty Indigenous communities
d) Her experience in sex work
b
MC - The Rise and Resistance of Inigenous Literature
What does NOT describe the “trickster” in the context of Indigenous storytelling and literature?
a) A term coined by anthropologists to describe the role of a figure in storyteling
b) A supernatural figure that challenges societal norms
c) An always malevolent character that causes ruin to society
d) An empowering symbol for Indigenous authors
c
MC - Cultural Pillagers
Who created the Indigenous Identity Act?
a) Joseph Boyden
b) Carrie Bourassa
c) Michelle Latimer
d) Tamara Bell
d
MC - Cultural Pillagers
The famous Pretendian who wrote Three Day road is:
a) Joseph Boyden
b) Carrie Bourassa
c) Michelle Latimer
d) Tamara Bell
a
MC - Cultural Pillagers
True or False: The term “pretendians” is used to celebrate people who identify as Indigenous, regardless of actual heritage
False
MC - Cultural Pillagers
What does a pretendian do?
a) Promotes cultural appreciation
b) Takes away from the experiences of real Indigenous peoples
c) Helps preserve Indigenous culture and heritage
d) Takes away land rights from the Canadian government treaties
b
MC - Cultural Pillagers
Which of the following is an example of a non-status Indian?
a) A non-Indigenous woman who married an Indigenous man.
b) An Indigenous man who married a non-Indigenous woman.
c) A non-Indigenous man who married an Indigenous woman.
d) An Indigenous woman who married a non-Indigenous man.
d
MC - Cultural Pillagers
What is the colonial imperative?
a) A collection of policies, laws and practices that uphold colonialism.
b) A forceful drive to maintain colonialistic ideology.
c) Taking control and exploiting another country or region.
d) A period of colonization in history.
b
MC - Cultural Pillagers
True or False. Indigenous people who joined the military, have higher education, or pursue law professions were easily able to gain Indian Status.
False
MC - Cultural Pillagers
In what instance would an Indigenous person lose their status?
a) All Indigenous peoples who marry a non-Indigenous person.
b) Indigenous women who married a non-Indigenous man.
c) Indigenous man who married a non-Indigenous man.
b
MC - Land Back
What was the Oka Crisis?
a) Dispute over pipeline being built
b) Dispute over land that was going to become a golf course
c) Dispute over land that was going to become a park
d) Dispute over a reserve
b
MC - Land Back
What does disenfranchise mean?
a) To remove the costs of an object
b) To discriminate against Indigenous Peoples
c) To take away opportunities from a group of people
d) To state that the accomplishments of a group of people don’t have any significance
c
MC - Land Back
What does “dichotomy” mean?
a) A division or contrast between two things that are being opposed or entirely different
b) The action of separating something into parts or the process of being separated
c) Distance or dissociate oneself from something
d) A lack of correspondence or consistency
a
MC - Land Back
Which statement about the White Paper Policy (1969) is correct?
a) It is created by the Indian Association of Alberta
b) Recognized Indigenous peoples as “Citizens Plus”
c) Remove Indigenous rights by ending legal distinction between Indigenous and non-Indigenous Canadians
d) Establishes the framework of minimal standards for the survival, dignity and well-being of Indigenous Peoples
c
MC - Land Back
The conflict of the Wet’suwet’en of B.C was a:
a) Forceful attempt to build pipelines on Indigenous land, violating their sovereignty
b) An attempt from Indigenous peoples to build pipelines on their land
c) A protest of non-native citizens against Indigenous peoples
d) Conflict between two Indigenous communities
a
MC - Land Back
What was the Red Paper?
a) A document created in Alberta that argued for Indigenous rights
b) A document that removed all treaties between the government and Indigenous peoples
c) A document that removed Indigenous rights by ending legal distinction between Indigenous and non-Indigenous citizens
d) A document that ended the Indian act
a
MC - Land Back
What was the Mi’kmaq lobster fishery conflict?
a) A miscommunication between indigenous and non-indigenous fishers, resolved by the RCMP
b) A physical conflict between indigenous and non-indigenous fishers due to failure of government to address rights
c) Dispute between indigenous fishers and non-indigenous fishers’ over fishing nets
d) A long standing protest of indigenous fishers against strict and unfair RCMP regulations that violate their rights
b
MC - Land Back
What is ‘Crown Land,’ and its impact on reserves?
a) A large amount of land owned by the federal or provincial government
b) Land owned by the federal government only
c) Land owned by the provincial government only
d) A small percent of land owned by the federal or provincial government
a
MC - $13.69
What was the maximum compensation under the IAP an indigenous person could receive?
a)$200 000
b)$800 000
c)$250 000
d)$450 000
c
MC - $13.69
Why did the Independent Assessment Process replace the alternative dispute resolution?
a) It aimed to be more survivor-focused and efficient
b) it was more cost effective
c) the Indigenous people created it themselves
d) the alternative dispute resolution process became obsolete
a
MC - $13.69
What was the final diagnosis
a) Anxiety
b) Joint disorder from breaking her arm
c) Diabetes
d) Chronic life-long PTSD complicated by major depressive disorder
d
MC - $13.69
What providence was Walter Davy Cowan a member of?
a) Ontario
b) Saskatchewan
c) British Columbia
d) Nova Scotia
b
MC - $13.69
Which statement is true about the sixties scoop?
a) Indigenous children removed only if living in poor conditions
b) Indigenous families could not care for their children properly
c) Indigenous kids were mostly placed with extended family or another Indigenous one
d) Sixties Scoop survivors were received a settlement of $800 million or $25,000 each
d
MC - $13.69
How did The Sixites Scoop affect children?
a) More tight knit Indigenous communities, they fought together for change
b) Indigenous children were provided with better opportunities
c) Indigenous children lost their culture and identity
d) Indigenous families received more government support
c
