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Instructions:
Please read each question carefully, include your name and number your answers. DO NOT collaborate with others. Students should be able to complete whole exam within 3 single spaced pages. I will not mark for font style/size, spelling etc., but I need to be able to understand what you are saying. You do not need to cite your information except for direct quotes. DO NOT include information from sources outside of the chapters, text, notes and videos used in class.
Questions – Be sure to answer all parts of each question.
1) Use Suzanne Methot’s Legacy: Trauma, Story and Indigenous Healing, Dakota 38 and your own perspective (where relevant) to answer the following.
A) What is intergenerational trauma? What are some causative factors? What are the impacts on/for Indigenous people? (5)
B) What is lateral violence as identified through the sources listed above? What are some impacts or outcomes to an Indigenous person, family and community? How does this influence non-Indigenous people’s responses to/understanding of Indigenous peoples? (5)
C) What does the Wittigo (Chenoo) represent? What was involved in his (anyone’s) healing journey, as outlined in Methot’s Chapter 10? (5)
2) Methot’s Legacy, Reel Injun and the video ‘Cultural Mindfulness’ discuss the power of ‘stories.’ Since colonization, how have the ‘stories’ we tell ourselves, about ourselves as Indigenous peoples, changed? What are these ‘stories’ saying now? (5)
3) Use ‘Learning from Indigenous Knowledge in Education’, the notes I provided, and the assigned videos to describe what Indigenous knowing/learning is comprised of. Also, Larry Merculieff discusses growing up in a traditionally grounded community. After watching the variety of styles place-based education can take, along with Merculieff’s learning experiences, discuss the value/benefits of place-based (land-based) learning for Indigenous children? And for non-Indigenous children? (5)

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