English/Indigenous Learning You may use the following sources of information ON

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English/Indigenous Learning You may use the following sources of information ONLY: • the primary sources
• lecture materials / your notes
• resources linked to in the Final Exam Resources module on D2L. Any use of GenAI systems to produce responses for this exam are not permitted. The submission of any work containing AI generated content will be considered a violation of academic integrity (“Use of Unauthorized Materials”). No other outside sources are permitted; using such sources will result in an academic integrity allegation.
Part 1: Sight Passages 4×10 = 40 marks
Identify and analyze 4 of 7 quotations from the reading list for the course (listed in the Course Schedule section on the syllabus). Give the author’s name and the text’s title, offer a one paragraph interpretation of the sight passage, and in a second paragraph, explain why this quotation is significant to the context of the text as a whole.
1. “It was at Brownies that I learned my first Indian song. [Gets hanging drum.] And I got to lead the campfire songs because I had a very strong voice.
2. “I hope of all the things gone strange,
we don’t believe we will always be lost,
please let me hold you completely for a change
and let our love outweigh the cost.”
3. “I have resorted to fancy dancing
In order to survive each day
No wonder I have earned
The dubious reputation of being
The world’s premier choreographer”
4. “I was.”
5. “I will stand on a hilltop
a black dot against blazing red
and my shadow will stretch
long and narrow over the earth curve
to seep into the little shadows”
6. “discover an authentic Indian colonizer
slaver inside you & check your tongue
if still forked continue to discover
Other Indians do it to other Indians
first who do it to them first”
7. “jesus raised his arms to the sky
and cried why hast thou forsaken me
the priest smiled his smile
as god shrugged and turned his back”
Part 2: Essay 100 marks
Answer ONE of the following topics in proper essay format, including an introduction (with a suitable thesis statement), body paragraphs (5-8 sentences each), and a conclusion. You may repeat texts that you’ve already used in other answers, but you may not talk about them in the same manner or use the same quotations or paraphrases for your essay. You may not use excerpts from the Sight Passage section as a focus of your answer. Write a minimum of 6 full paragraphs.
1. Many Indigenous authors point out power imbalances are one of the most significant aspects of the colonial process. How do the authors of 3-4 works of fiction (poems, short stories, plays, graphic novels) from the reading list use imaginative narratives to both understand colonial power and perhaps even upend these power imbalances?
2. The nuance of everyday lived experience allow Indigenous authors the opportunity to create characters who honour the past while at the same time creating a wholly Indigenous spin on the state of modern Canada. Describing 3-4 works of fiction from the reading list, consider the multiplicity of truths that are possible in the hands of Indigenous authors. In the balance, where is Canada now? Is the country positive, neutral, or negative in terms of both how we perceive ourselves and how outsiders see us?
Course Schedule AILE= An Anthology of Indigenous Literatures in English Topics Readings Week 1: May 1-7 Introduction and Theoretical Framework • Basil Johnston: “One Generation from Extinction” (AILE 96) • Traditional History of the Confederacy (AILE 2) • Marvin Francis: “BNA Actor” (AILE 390) • Armand Garnet Ruffo: “Poem for Duncan Campbell Scott” (AILE 395) • Annharte: “One Way to Keep Track of Who is Talking” (D2L Readings) Week 2: May 8-14 History and Stereotypes Close Reading Assignment Guidelines Formal Paper Guidelines • Monique Mojica: from “Princess Pocahontas and the Blue Spots” (AILE 362) • Wayne Keon: “my sweet maize” (AILE 196) • Jeannette Armstrong: “History Lesson” (AILE 213) • Marilyn Dumont: “Circle the Wagons” (AILE 378) • Alootook Ipellie: Walking Both Sides of an Invisible Border” (AILE 299) Week 3 May 15- 21 Colonization and the Corruption of Perspective Close Reading due May 19 • Louise Halfe: “my ledders” (AILE 348) • Emma Lee Warrior: “Compatriots” (D2L Readings) • Wayne Keon: “i’m not in charge of this ritual“ (AILE 194) • Duncan Mercredi: “god shrugged and turned his back” (AILE 319) • Rita Joe: “I Lost My Talk” AILE 114) Week 4: May 22- 28 Politics and Identity Final Date to Withdraw from Class (May 24) • Beth Cuthand: Post-Oka Kinda Woman” (D2L Readings) • Margo Kane: “Moonlodge” (AILE 305) • Louise Halfe: “Body Politics” (AILE 344) • Marilyn Dumont: “Squaw Poems” (AILE 375) • Drew Hayden Taylor: “I Am … Am I” (D2L Readings) Week 5: May 29 – June 4 Loss, Community, and Memory • David Alexander Robertson: Sugar Falls: A Residential School Story • Jeannette Armstrong: “Keeper’s Words” (AILE 225) • Kateri Akiwenzie-Damm: “Grandmother, Grandfather” (AILE 496) • Philip Kevin Paul: “The Cost” (AILE 537) Week 6: June 5- 11 Back to the Future: Tricksters, Culture, and Recovery Paper due Jun. 9 Exam Review • Thomas King: “The One about Coyote Going West” (AILE 169) • Annharte: “Coyote Columbus Café” (AILE 155) • Jeannette Armstrong: “Threads of Old Memory” (AILE 221) • Connie Fife: “Witnessing” (AILE 450)

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