Questions 1-4 has three separate videos. One hour each long.
Given your knowledge of matrilineal cultures and after reading the accounts of Jesuit priests amongst the Montagnais-Naskapi, why couldn’t the priests understand why men wanted to consult their wives before a major decision? Why couldn’t they understand the feeling men had for all the children of the tribe? Why couldn’t they grasp the structure of an egalitarian band?
After a number of years trading with them, why did the Dena’ina resist the Russian fur traders in the Cook Inlet? Please be specific. What was the result of their resistance?
From Dr. Boraas’ lecture on Dena’ina, Intro to Language, give specific examples of how forced acculturation was accomplished through programs that extinguished Dena’ina language and thought and relationships to “Place.” What were Sheldon Jackson’s instructions on becoming General Education Agent of Education in Alaska?
In the film, “The Land is Ours,” what Alaska Native organizations exist today because of the people featured in this film. Be specific. What was William Paul’s role in the fight for land and subsistence rights?
From last week’s film, “Hitting Sticks and Healing Hearts” Why was the potlatch held from the point of view (emic) of the deceased man’s parents. How might an anthropologist describe the function of the institution of the potlatch?
Below is the video clip for question #5
https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1909371/uiconf_id/36649392/entry_id/0_bsj01qcg/embed/dynamic