1.1 INST 203 EXAM [VERSION A & B] NEWEST
2026/2027 ACTUAL EXAM COMPLETE
QUESTIONS AND CORRECT DETAILED ANSWERS
(VERIFIED ANSWERS) |ALREADY GRADED
A+||BRAND NEW!! (ATHABASCA UNIVERSITY)
1. Explain briefly the origin and development of the term "Indian."
A) It was a term created by Indigenous peoples to describe themselves.
B) It was a misnomer used by Christopher Columbus who believed he had reached
the East Indies, and was later adopted by European explorers and colonizers to
identify the Indigenous inhabitants of the Americas.
C) It is a legal term that has always been accepted by Indigenous peoples.
D) It is a term that only refers to registered individuals under the Indian Act.
Answer B:
Rationale: The term "Indian" originated from Columbus's mistaken belief that he
had reached the East Indies. It was subsequently adopted by European colonizers
and became a legal label under Canadian legislation, not a self-created Indigenous
identity .
2. What is the concept of "tutelage" as analyzed in Canadian Indigenous
policy (Dyck)?
A) A system of providing equal rights to all citizens.
B) A guardian-ward relationship where the government acts as a guardian over
Indigenous peoples, limiting their ability to make their own decisions.
,C) A policy designed to promote cultural exchange.
D) A method of economic development for reserves.
Answer B:
Rationale: "Tutelage" refers to a paternalistic framework where the government
justifies its control over Indigenous peoples as a form of "guidance" and
"protection," thereby limiting their autonomy . ---
3. In Iroquoian society, how was hereditary eligibility determined?
A) Through the male line
B) Through the female line
C) Through community consensus
D) Through government appointment
Answer B:
Rationale: Iroquoian society was matrilineal, meaning hereditary eligibility was
determined through the female line. Women held significant decision-making
power, including authority over war and peace . ---
4. According to the course material (Jamieson), how did the role of women in
Iroquoian society differ from that of women in Euro-Canadian society in the
nineteenth century?
A) Women had no decision-making power in either society.
B) Both societies were based on matrilineal descent.
,C) Iroquoian society was matrilineal and matrilocal, giving women significant
political and social power, whereas Euro-Canadian women were largely seen as
property under the law.
D) Euro-Canadian women held more power in their communities.
Answer C:
Rationale: Iroquoian women had decision-making power over war and peace, and
hereditary eligibility was traced through the female line. In contrast, 19th-century
Euro-Canadian society typically treated women as property of their husbands . ---
5. What was enfranchisement under the Indian Act?
A) The right to vote in band elections
B) The loss of one's Indigenous status through marriage, ancestry, professional
pursuits, or to obtain the right to vote
C) The right to own land on a reserve
D) The process of registering as a treaty Indian
Answer B:
Rationale: Enfranchisement required Indigenous people to give up their legal
status and treaty rights in exchange for Canadian citizenship rights, including the
right to vote . ---
6. How did Indian leaders generally react to the policy of enfranchisement?
A) Supportive
B) Indifferent
, C) Opposition and resistance
D) Confused
Answer C:
Rationale: Indian leaders generally opposed enfranchisement because it required
giving up their legal status and treaty rights, often viewing it as an assimilationist
policy . ---
7. Amendments to the Indian Act were aimed at eradicating which of the
following?
A) Economic practices
B) Cultural and religious practices
C) Political practices
D) Financial practices
Answer B:
Rationale: The Indian Act was used to suppress Indigenous cultural and religious
practices, including ceremonies such as the potlatch and sun dance . ---
8. According to Frideres and Gadacz, what are some divisive effects of
terminology and labelling of Aboriginal peoples?
A) It promotes unity among Aboriginal groups
B) It leads to the government's strategy of "divide and conquer" as well as
assimilation; Aboriginal people begin to fight among themselves; treaty vs. non-
treaty receive different privileges
2026/2027 ACTUAL EXAM COMPLETE
QUESTIONS AND CORRECT DETAILED ANSWERS
(VERIFIED ANSWERS) |ALREADY GRADED
A+||BRAND NEW!! (ATHABASCA UNIVERSITY)
1. Explain briefly the origin and development of the term "Indian."
A) It was a term created by Indigenous peoples to describe themselves.
B) It was a misnomer used by Christopher Columbus who believed he had reached
the East Indies, and was later adopted by European explorers and colonizers to
identify the Indigenous inhabitants of the Americas.
C) It is a legal term that has always been accepted by Indigenous peoples.
D) It is a term that only refers to registered individuals under the Indian Act.
Answer B:
Rationale: The term "Indian" originated from Columbus's mistaken belief that he
had reached the East Indies. It was subsequently adopted by European colonizers
and became a legal label under Canadian legislation, not a self-created Indigenous
identity .
2. What is the concept of "tutelage" as analyzed in Canadian Indigenous
policy (Dyck)?
A) A system of providing equal rights to all citizens.
B) A guardian-ward relationship where the government acts as a guardian over
Indigenous peoples, limiting their ability to make their own decisions.
,C) A policy designed to promote cultural exchange.
D) A method of economic development for reserves.
Answer B:
Rationale: "Tutelage" refers to a paternalistic framework where the government
justifies its control over Indigenous peoples as a form of "guidance" and
"protection," thereby limiting their autonomy . ---
3. In Iroquoian society, how was hereditary eligibility determined?
A) Through the male line
B) Through the female line
C) Through community consensus
D) Through government appointment
Answer B:
Rationale: Iroquoian society was matrilineal, meaning hereditary eligibility was
determined through the female line. Women held significant decision-making
power, including authority over war and peace . ---
4. According to the course material (Jamieson), how did the role of women in
Iroquoian society differ from that of women in Euro-Canadian society in the
nineteenth century?
A) Women had no decision-making power in either society.
B) Both societies were based on matrilineal descent.
,C) Iroquoian society was matrilineal and matrilocal, giving women significant
political and social power, whereas Euro-Canadian women were largely seen as
property under the law.
D) Euro-Canadian women held more power in their communities.
Answer C:
Rationale: Iroquoian women had decision-making power over war and peace, and
hereditary eligibility was traced through the female line. In contrast, 19th-century
Euro-Canadian society typically treated women as property of their husbands . ---
5. What was enfranchisement under the Indian Act?
A) The right to vote in band elections
B) The loss of one's Indigenous status through marriage, ancestry, professional
pursuits, or to obtain the right to vote
C) The right to own land on a reserve
D) The process of registering as a treaty Indian
Answer B:
Rationale: Enfranchisement required Indigenous people to give up their legal
status and treaty rights in exchange for Canadian citizenship rights, including the
right to vote . ---
6. How did Indian leaders generally react to the policy of enfranchisement?
A) Supportive
B) Indifferent
, C) Opposition and resistance
D) Confused
Answer C:
Rationale: Indian leaders generally opposed enfranchisement because it required
giving up their legal status and treaty rights, often viewing it as an assimilationist
policy . ---
7. Amendments to the Indian Act were aimed at eradicating which of the
following?
A) Economic practices
B) Cultural and religious practices
C) Political practices
D) Financial practices
Answer B:
Rationale: The Indian Act was used to suppress Indigenous cultural and religious
practices, including ceremonies such as the potlatch and sun dance . ---
8. According to Frideres and Gadacz, what are some divisive effects of
terminology and labelling of Aboriginal peoples?
A) It promotes unity among Aboriginal groups
B) It leads to the government's strategy of "divide and conquer" as well as
assimilation; Aboriginal people begin to fight among themselves; treaty vs. non-
treaty receive different privileges
