Rhetorical Analysis and Summary

Brundage and Lahey in their book it’s clearly seen the Saskatchewan’s Indian first generation had the freedom to choose how their future would be which gave them a pleasant mood (Brundage and Michael 379). These enabled them not to give up on their language, religion, and their political structures which they negotiated with the Europeans to retain their tribal culture. In the second generation, the theme of oppression is clearly brought out by the author as the Indian people required passes and permits to sell their agricultural produces which created a depressed mood for them.

Additionally, is the theme of transition from pagans to Christianity as their children joined residential schools run by churches. Tuberculosis decreased their number to five thousand hence treated as wards and alien in Canada. Furthermore, there is the use of metaphor between the second and the third generation as the third generation suffered similar laws and schooling (Brundage and Michael 380). They did not enjoy the privileges of the whites as they were to abide by the Indian agent. Similarly, the theme of change is created in the fourth generation. More awareness is generated as Indian accept their tribe and embrace unity through historical development and special status among themselves. Traditional ceremonies, traditional languages, and cultural ways are acknowledged as there is the rise of Indians and native organization across Canada.

In 1960 Indian had the freedom to vote as well as passes and permits are eliminated to facilitate free movement of people and trade. Children could join residential schools and local schools in 1956 as they were taught to suppress their feelings, language, and sense of individualism. During the sixties, urbanization rose as federal and provincial vote allowed the Indians to consume alcohol. Importantly, the theme of freedom is brought up in the fifth generation of Indians can make choices, assimilate, integrate and intermarry (Brundage and Michael 381). Retaining their Indian identity was challenging as their native language was English.

Works cited

Brundage, David, and Michael Lahey. Acting on Words: An Integrated Rhetoric, Research Guide, Reader, and Handbook. Toronto: Prentice Hall, 2011.

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