CAN410: Film Analysis Assignment: Indigenous Perspectives (30%) Description: You will complete this assignment individually. In this course, we are concerned with understanding and learning from Indigenou

CAN410: Film Analysis Assignment: Indigenous Perspectives (30%)

Description:

You will complete this assignment individually.

In this course, we are concerned with understanding and learning from Indigenous peoples’ experiences and perspectives. Select ONE film for your analysis from the following list:

1. The Oka Legacy

2. Angry Inuk

3. Reel Injun

All films are available under “Film Links” in Blackboard.

Write your film analysis in letter format to the Professor. In your letter describe what your journey in Indigenous knowledge has been. Your response should reflect on what you have learned that you did not know before, how the film contributed to your understanding of the course content, make connections to the course content/class lectures, and clearly state moments of tensions, discomfort, and biases. You can use the personal pronoun "I" for this assignment.

The assignment will be evaluated for its depth, the articulation of your understanding, overall structure, and technical style (spelling, grammar, clarity etc.). Please review the rubric for more details.

Length:

• 3 double-spaced pages (not including title page or references page). Reminder: See Seneca's APA Citation Guide for formatting requirements.

Learning Goal:

• To develop an understanding of Indigenous Peoples through learning in the Indigenous perspective.

• To expand understanding of course concepts via traditional Indigenous storytelling.

• To demonstrate an understanding of the relatedness between things/concepts/ideas in visual representation.

• Submission:

• Film Analysis documents will be submitted for grading on Blackboard and pass through Safe Assign, which checks for plagiarism.

Film Analysis Rubric

Criteria	80 – 100 (A to A+)	70 – 79 (B to B+)	60 – 69 (C to C+)	0 – 59 (F to D+)
Positionality	Exemplary positioned yourself and identified what your journey in Indigenous knowledge has been (learning, unlearning, and relearning)	Clearly position yourself and identified what your journey in Indigenous knowledge has been (learning, unlearning, and relearning)	Rarely mentions state of positionality and identified what your journey in Indigenous knowledge has been (learning, unlearning, and relearning)	Difficulty in positioning yourself and identify what your journey in Indigenous knowledge has been (learning, unlearning, and relearning)
Critical Thinking and Reflexive Practices	Outstanding skills in reflexive practices on what you have learned that you did not know before, how the film contributed to your understanding of the course content	Demonstrates skills in reflexive practices on what you have learned that you did not know before, how the film contributed to your understanding of the course content	Demonstrates limited skills in reflexive practices on what you have learned that you did not know before, how the film contributed to your understanding of the course content	Lacks reflexive practices on what you have learned that you did not know before, how the film contributed to your understanding of the course content
Making Connections	Extraordinary connections to the course readings, class discussions. Exemplifies moments of tensions, uncomfortableness, and biases.	Makes connections to the course readings, class discussions. Demonstrates some moments of tensions, uncomfortableness, and biases.	Makes limited connections to the course readings, class discussions. Demonstrates limited moments of tensions, uncomfortableness, and biases.	Lacks to make connections to the course readings, class discussions. Lacks to demonstrate moments of tensions, uncomfortableness, and biases.
Essay Organization	Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic.	Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.	Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.	Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.
Grammar & Mechanics	Shows outstanding style going beyond usual college level. Essay is free of distracting spelling, punctuation, and grammatical errors.	Attains college level style. Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly.	Approaches college level. Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain.	Mostly in undeveloped form. Spelling, punctuation, and grammatical errors create distraction, making reading difficult. Errors
				are frequent.
APA Format	Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. All references and citations are present and correct. Uses “I” statements.	Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled. Occasional minor errors in references and/or citations. Uses some “I” statements.	Misses some assignment formatting requirements; minor inaccuracies in margins, spacing, and/or indentations; essay is neat but may have some assembly errors. Some references and/or citations missing or incorrectly written. Uses minimal “I” statements.	Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. Reference and citation errors are significant. Does not use “I” statements.