BC First Nations Studies 12

Sample 2010/11 Provincial Examination Answer Key

Cognitive Processes K = Knowledge U = Understanding H = Higher Mental Processes Question Types 55 = Multiple Choice (MC) 2 = Written Response (WR) Topics 1. Skills and Processes: Essays 2. Land and Relationships 3. Contact, Colonialism and Resistance 4. Cultural Expressions 5. Leadership and Self-determination Essay Topics I. Historical Relationships II. Treaties III. Self-Government IV. Aboriginal Rights V. Government Policies VI. Cultural Identity Question Type Prescribed Learning Outcomes (PLOs) AE B C D E Weightings 30% 22% 22% 11% 15%

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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BC First Nations Studies 12 Sample Exam 2010/11 Key

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

BC First Nations Studies 12 Sample Exam 2010/11 Key

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BC First Nations Studies 12

Sample 2010/11 Provincial Examination List of Possible Responses

1. Explain the importance of First Nations oral tradition.

(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

BC First Nations Studies 12 Sample Exam 2010/11 List of Possible Responses

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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

Disenfranchised First Nations

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

BC First Nations Studies 12 Sample Exam 2010/11 List of Possible Responses

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Discriminated against women

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

BC First Nations Studies 12 Sample Exam 2010/11 List of Possible Responses

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BC First Nations Studies 12

Written-Response Scoring Criteria A response may or may not conform to each and every descriptor within a particular scale point. The marker should classify the response into a category based on general impression rather than by checking off each descriptor. Note: This is a first draft response and should be scored as such. 6 A relevant position/thesis is clearly stated. Excellent recall of factual content; organized in a purposeful and effective manner. Position is supported with thoroughly developed details and insightful conclusions are drawn. Expression is clear and fluent with few flaws in communication. 5 A relevant position/thesis is clearly stated. Proficient recall of factual content; organized in a purposeful and effective manner. Position is supported with well developed details and effective conclusions are drawn. Expression is generally fluent with few flaws in communication. 4 A relevant position/thesis is evident. Adequate recall of factual content; generally organized in a purposeful manner. Position is supported with sufficient details and adequate conclusions are drawn. Expression is sufficiently fluent; errors do not impede meaning. 3 A relevant position/thesis is attempted. Minimal recall of factual content; organization is attempted. Position is supported with some detail and conclusions are weak. Expression is limited; errors may distract and impede meaning. 2 A position/thesis is inadequate. Insufficient recall of factual content; lacks organization. Absence of supporting details, little or no relevant conclusion. Expression is awkward; errors interfere with meaning. 1 A position/thesis is not evident. Deficient recall of factual content; lacks organization. Absence of supporting detail. Expression is full of errors making understanding difficult. 0

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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