American Indian History
History 171
University of San Diego
Spring Semester 2001
Tues-Thurs 10:40 am -- 12:05 pm
HM 100
http://sites.netscape.net/racheldshaw/HIST171/hist171syllabus.html
Dr. Rachel D. Shaw Phone:(619) 260-4600 x4485
Trailer Annex #105 (near Hughes Admin.) History Dept.:(619) 260-4756
Office Hours: W,F 10:30-12:00, 1:00-2:30, and by appointment E-mail: rshaw @ ucsd.edu
Welcome to American Indian History! In this course we will explore the history of American Indian peoples and the ways in which they have challenged and been shaped by stereotypes. You will learn how to critically assess and produce historical arguments, critically analyze cultural documents, and will gain a basic understanding of important topics in Native American history.
Part I of the course will give you the background needed to understand the shared history of North America’s diverse native populations. We will read from Nabokov’s Native American Testimony to get a broad historical overview of this history, and to gain an understanding of Indian people’s perspectives on the changes occurring in their lives. Among other things, you will come out of this section with a sense of native peoples as diverse and culturally sophisticated, and with an appreciation of the historical background underlying modern Indian activism. For Part I, you will have the choice as to how you will demonstrate your understanding of the materials: (A) You will write a weekly 1-2 page response to the weekly readings for the first seven weeks; OR (B) You will demonstrate your knowledge of these peoples and their history via a comprehensive take-home exam assigned over the break. You will need to decide by Thursday of week one, when the first paper is due.
Part II will turn to a closer examination of Native American stereotypes. In combined lecture-discussions, we will examine a variety of documents representing various ways native peoples have been stereotyped and their responses to this activity. Bordewich’s Killing the White Man’s Indian will give us a sense of the ways modern Indian peoples wrestle with the burden of popular misconceptions, while White’s Roots of Dependency and Krech’s The Ecological Indian will enable us to explore in detail one particular stereotype, that of the Indian environmentalist. These books will provide background for group discussions focusing on primary documents brought in by you, the students, such as articles, advertisements, knickknacks, toys, etc., which portray or discuss Native Americans.
Our goal for Part II is to develop a sense of the pervasiveness of Native American stereotyping, and the skills needed to critically assess and challenge such stereotypes. Thus you will be responsible for finding a primary document embodying in some way the “ecological Indian” stereotype, giving a 10-minute presentation on it in class, and producing a critique of it that includes a discussion and analysis of the peoples and/or issues it stereotypes. This critique may take the form of an 8-10 page paper, or some other medium (such as a web site or video) that contains the equivalent amount of thought and information. Both the project and the presentation can be done either on an individual or group basis.
Finally, at the end of the semester everyone will demonstrate their ability to recall and synthesize the course materials in a final exam.
The course is complex, and requires you to approach your classwork with enthusiasm and a willingness to work. Basically, the more you put into the course, the more you will get out of it. I look forward to exploring American Indian history with you!
(Available in the Bookstore)
Peter Nabokov, Native American Testimony
Fergus M. Bordewich, Killing the White Man's Indian: Reinventing Native Americans at the End of the Twentieth Century
Richard White, Roots of Dependency: Subsistence, Environment, and Social Change Among the Choctaws, Pawnees, and Navajos
Shepard Krech III, The Ecological Indian:Myth and History
7 Response Papers
: 5% each, total 35%
--OR--
Midterm Exam
: 35%
Presentation: 10%
Project: 20%
Final Exam: 35%
Grade Scale
In the following grade scale, the grade is centered at the number following it. That is, if you received an 83, it would count as a high B-. Similarly, an 84 would be a low B.
Note that essays and projects are notgraded by starting with 100 points and subtracting points for errors. Rather, each project or essay is weighed on its overall merits, judged to be falling within a given grade range, and the number assigned accordingly. Moreover, comments on written work will focus on major and/or typical problems or strengths; they will not itemize every flaw or contribution.
Participants in group projects or presentations will receive the same grade for their shared work.
If you have questions about how to improve your work, I will be happy
to meet with you during office hours. You can also contact me by phone,
email, or in person to arrange an appointment.
A 95
A- 92
(90 is counted as an A-)
B+ 88
B 85
B- 82
(80 is counted as a B-)
C+ 78
C 75
C- 72
(70 is counted as a C-)
60-59 is a D
Below 60 is an F
To calculate your grade, take the number out of a hundred each assignment earned, then multiply by the relevant percentage, then add the results.
Example: Midterm, 85/100; Presentation, 82/100; Project, 84/100; Final, 86/100.
Thus: (85 x 0.35) + (82 x 0.10) + (84 x 0.20) + (86 x 0.35) = 84.85 = B for the course.
Due every Thursday, in class.
Should you choose this option instead of the take-home midterm, here is
what you will be expected to do, every week:
Read the materials for the week (of course). This is typically three chapters, each consisting of a historical overview and several primary documents representing typical Indian perspectives on that period in history. (For the last week, there will only be two.)Note that up to this point you have not yet begun writing -- unless you took notes to help yourself think.Choose one reading from each chapter that seems to you to best illustrate the historical context described in that chapter’s historical overview. Think about why you chose this one rather than another; you will need to incorporate this into your response paper. Maybe one piece conveys the emotional feel of the time more vividly than others. Maybe one lays out what’s at stake the most clearly. What makes a piece “the best” will be up to you to decide, but be prepared to explain your decision, both in class and in your written response.
Think about the three pieces you chose. Are there any common themes? Do they contradict or complicate each other? Is there any evidence of change over time? Does it seem likely that the age/gender/tribal affiliation of the author had an effect on his or her perspective, or not?
Now, it is time to think about the actual response paper. You must accomplish the following things in your paper, in whichever order seems most logical to you. Remember that this is a 1-2 page paper, so you must be concise, organized, and to the point.
1st: Identify and briefly summarize each of the three pieces you chose from the week’s reading.Advantages:2nd: Explain why you believe each of them to be particularly important/ useful/ valuable, etc.
3rd: Bring all three of them together, as by referring to common themes or discussing the ways that they complicate or contradict each other. In other words, you must justify the inclusion of these three different pieces in a single paper.
Finally, don’t forget to proofread your paper!
Forces you to stay on top of the readings.Disadvantages:
Ensures that you understand the material.
You get regular feedback on how you are doing.
Helps you be prepared for class discussions.
You don’t have to worry about the midterm over break.
Requires staying on top of the materials and submitting written work on a weekly basis.
Should you choose this option instead of the weekly response papers,
here is what you will be expected to do, every week:
Read the materials for the week (of course). This is typically three chapters, each consisting of a historical overview and several primary documents representing typical Indian perspectives on that period in history. (For the last week, there will only be two.)The midterm itself will be handed out on the Thursday before spring break and due the Tuesday after break. This means that you can spend the whole break working on the midterm, though in practice it should not take more than 4-5 hours actual writing time. Typical length is 6-8 pages.Choose one reading from each chapter that seems to you to best illustrate the historical context described in that chapter’s historical overview. Think about why you chose this one rather than another. Maybe one piece conveys the emotional feel of the time more vividly than others. Maybe one lays out what’s at stake the most clearly. What makes a piece “the best” will be up to you to decide, but be prepared to explain your decision in class.
Think of at least one question about the readings that you can bring up in class discussion.
The midterm will include:
A multiple choice selection to test your familiarity with the book.Advantages:An “identification” section where you will choose 6 subjects from a list of important events/people/things to identify, locate in time and place, and briefly explain the significance of each. (About a paragraph per identification.)
A comprehensive essay asking you to think critically and synthetically about the course materials to date, using specific examples from the text.
Gets it all over with at once.Disadvantages:
Allows you to think about the material for several weeks before committing yourself to writing.
Good for people with busy schedules.
Good practice for the final exam.
Involves putting all your eggs in one basket; there is less room for error.Only you know what type of student you are. Choose the option that makes the most sense for your style and your schedule. But choose carefully and wisely; you will not be allowed to change your mind after you have informed me of your decision.
May be tempting to slack off until the last minute.
I will take note of everyone’s choice on Thursday, the second day of class. The first response paper will be due at that time.
Although aspects of this schedule may change over the course of the semester, unless otherwise noted you must have completed the readings and other assignments by the start of class on the day they are assigned In other words, if the reading listed for Thursday, February 1, is Chapter One, then you must be prepared to discuss it in class on Thursday. If the reading assignment appears under a weekly heading, then you need to have it completed by the start of class on Tuesday.
You must also make sure that you bring the week’s readings with you to class even if discussion is not explicitly scheduled; lectures can blend into discussions, and even in formal lectures I may ask you to look at a specific passage and comment on it.
You are expected to come to class on time and to stay for the entire period. To do otherwise is to show a lack of respect for me and your fellow students, and you may miss important announcements. Moreover, while attendance is not formally graded, I do take it into account when calculating your final grade for the course. There will be an attendance sheet available at the start of class; if you are late, you will not be allowed to sign in.
Weekly response papers, if you chose this option, are due each Thursday, in class, for weeks 1-7.
You are encouraged to check with me at any point during
the course when you are unsure about assignments or need to make up work
missed on account of illness. I will be happy to assist you in getting
back up to speed. I also encourage you to drop by my office just to chat
-- I don’t bite, really!
Week 1: Introduction to American Indian History
Native American Testimony
Introduction; Chapters 1, 2, 3 (54 pages)
January 30Week 2: Uneasy CoexistenceFebruary 1
Option A: First response paper due.
February 6Week 3: On the Road to RemovalFebruary 8
Option A: Second response paper due.
February 13Week 4: On the RezFebruary 15
Option A: Third response paper due.
February 20Week 5: Maintaining and Asserting Tribal IdentityFebruary 22
Option A: Fourth response paper due.
February 27Week 6: Claiming SpaceMarch 1
Option A: Fifth response paper due.
March 6Week 7: Where Do We Go From Here?March 8
Option A: Sixth response paper due.
March 13Week 8: SPRING BREAKMarch 15
Option A: Seventh response paper due.
Option B: MIDTERMS handed out -- Due Tuesday after Break
Optional: Read ahead in Killing the White Man’s Indian and/or begin thinking about possible projects.
Additional readings in the form of handouts may be assigned as the course progresses; this is to allow us the flexibility to explore issues interesting the class in greater depth, if desired. You will also be doing research for your project and will be responsible for bringing in one artifact or document for discussion, and for giving a 10-minute presentation on it in class. Be sure to budget your time accordingly.
Week 9
Killing the White Man’s Indian
Introduction, Chapters 1, 2, 3, 4 (161 pages)
March 27Week 10Option B: MIDTERMS DUEMarch 29
Discussion of projects and presentations.First presentations
April 3Week 11April 5
Presentations
April 10Week 12April 12 -- HOLY THURSDAY -- NO CLASS
Week 13April 17April 19
Presentations
April 24Week 14April 26
Presentations
May 1Week 15May 3 -- PROJECTS DUE
Last presentations
May 8Week 16May 10 -- LAST DAY OF CLASS
May 15 -- DEAD DAY -- NO CLASSWeek 17
NOTE: We may have a take-home final in lieu of an in-class exam. It is your responsibility to attend class regularly so as to be aware of any possible changes, and to check with me if you are unsure about materials covered in class or miss a section due to illness.