University of Wisconsin–Eau Claire



HIST 240/AIS 240—Listening to Native Voices:Native American History to 2018When asked by an anthropologist what the Indians called America before the white man came, an Indian said simply, "Ours."Vine Deloria, Jr. (Lakota)Dr. Andrew Sturtevant, Hibbard Hall 714, ext. 365178, sturteak@uwec.eduOffice Hours: Mondays, 4:00-5:00, Fridays 3:00-5:00 and by appointmentGraduate Assistant: Mitchell Orlovsky, Hibbard Hall 710Student Academic Apprentice: Bailey Roche, Caroline JundtCourse Objectives:The first goal is to gain a basic understanding of the Native American history. For those interested in pursuing historical studies, this class will provide a base knowledge of what happened, when, and to whom, and touch upon the major themes in the study of Native American history. For students not interested in further historical study, it will provide the basic tools to understand how Native Americans interacted with Europeans and Euro-Americans and how those interactions shaped American society, culture, politics, and economics.The course also requires that you, as students, become historians. By engaging with primary and secondary texts, and by interpreting the facts, arguments, and claims for yourself, you will do what all academic historians do: construct history. You will sort among the evidence and arguments to create your own understanding of history. The class also forces you to express your thoughts, both in writing and verbally in class discussions. Rather than passive receivers of information, you will be active producers of historical interpretation.The third course objective, related to the second, is to encourage critical thinking skills. Whether you ever open a history book after this class, the analytical skills you hone in this class will be invaluable. Critical and reasoned analysis is vital to good citizenship and successful careers. In fact, many law schools, medical schools and corporations solicit history majors because of their well-rounded preparation. Course Assignments:Reading: I’ve assigned a textbook and various primary and secondary readings available through D2L. The textbook, Calloway’s First Peoples, is intended to help you understand the basic narrative of American history—what happened, where, when, and why—the dry “facts” of history. Both primary documents and scholarly essays in D2L will supplement your textbook discussion and to provide material for daily discussion.Books to buy:Collin Calloway, First Peoples: A Documentary Survey of American Indian People. 4th ed. Boston: Bedford/St. Martin’s, 2012. 978-0-312-65362-0Written Assignments: You will have one writing assignment for this course, a reaction paper. In this paper you will use both our lectures, readings, films and supplementary materials to answer specific questions (I will give you these). You will have the opportunity to sign up for one of four due dates on D2L. Think of this as an extended, open-book exam essay question. I want you to think widely and creatively and to incorporate information from a wide range of sources. These papers should not incorporate any information from outside of the course (i.e. Wikipedia, , etc.). I am looking for a thoughtful 1500-1800 words (approx. 5-6 pages).All written assignments should be submitted both to D2L and in hard copy in class on the day it is due. All written assignments must be submitted in order to pass the course. No papers should include outside information from the Internet or other non-course material.Late Papers: Papers turned in late without a valid excuse will be docked ten percentage points (from 100 percent) per day until turned in.Plagiarism: Plagiarism is a very serious offense in academia, so offenders will be assigned a zero on the assignment and be reported immediately. Depending upon the severity of the offence, punishments will vary from a grade reduction to an F in the course. If you are at all unclear about what constitutes plagiarism or if or how something should be cited, consult me and the documents posted on D2L. The disciplinary procedures and penalties for academic misconduct are described on the Dean of Students’ web site ().Exams: There will be three exams for this class: two midterms and a final. The final will have a cumulative portion. Participation: Since part of the goal of the class is to encourage you to think critically about the past and to express your thoughts, I will include class discussion in almost every class meeting. This will give you a chance to say what you think (and a break from my lecturing). Since I know contributing to class can be intimidating to you (public speaking is consistently rated among the top fears for people, often placing higher than death), your participation grade will also be based on your participation in D2L assignments and in-class quizzes/writing assignments. You will have either a D2L assignment or a quiz each week.The D2L assignments will vary, but most will require you to answer a question or two about the readings. These responses should demonstrate that you have 1) done the reading, 2) understand the material, and 3) have thought about the material. I will post these assignments at least 36 hours before the due date. Grade Breakdown:Written Assignment:Reaction Paper25Exams:Midterms30 (15 each) Final20Class ParticipationIn-Class Participation and Attendance10D2L Assignments15Total100Grading ScaleA (93-100); A- (90-92); B+ (87-89); B (83-86); B- (80-82); C+ (79-77); C (73-76); C- (70-72); D+ (67-69); D (63-66); D- (60-62); F (0-59)Calculating Your Grade:I will not enter your grades into the D2L grade book. I want you keep track of and be accountable for your scores. You can calculate your own grade by using the following formula.[(Reaction Paper Score multiplied by 0.25) + (Midterm I Score multiplied by 0.15) + (Midterm II Score multiplied by 0.15) + (Final Score multiplied by 0.20) + (Class Participation 0.25)]/100If you wish to calculate your grade before the end of the semester, you can do that also. You just need to divide the score by the amount of points eligible so far. For example, if you have grades for the film analysis paper, reaction paper, and one midterm, you would divide the points you’ve earned by 45, the total points possible. You’d use this formula:(Reaction Paper Score multiplied by .25) + (Midterm I Score multiplied by 0.15)/40 (these assignments are worth 45 points of the total 100).Policies:Attendance: One of the strongest predictors of class performance is regularly and engaged attendance. Therefore, I will adjust your participation grade based on your attendance. You may miss two classes over the course without any penalty for any reason. After those absences, you will lose participation points for the absence unless it is a university-sponsored activity (see next paragraph). Also note that arriving late or leaving early will be counted as an absence. Plan your absences accordingly. Note that only school sponsored activities or situations like military deployment are counted as excused absences. These will not be counted against your two unexcused absences. Health-related absences after your second missed days are also not excused. If you have serious on-going medical issues that cause you to mention several classes, however, I’m happy to talk with you about making accommodations.If you have to miss class for any reason, make sure to get any work due that day in class to me and to consult a classmate for any notes and in-class announcements that you may have missed. You can assume we did important work in class that day; we wouldn’t have class otherwise. Anxiety and Mental Health: I know, from personal experience, how stressful the demands of college can be and that it can sometimes feel overwhelming. I encourage you to keep your education in perspective, though. While deadlines are important and there are consequences for missing them, those consequences are not life and death and are fairly minor in the grand scheme of things. I will not judge you as a student or a human being because you miss deadline.Classroom Etiquette: In order to create a good learning environment, we need to minimize classroom distractions. Please minimize your trips to the restroom, as it’s very distracting to everyone for you to walk out in the middle of lecture or discussion. Also, turn your phones, tablets, and other electronic gizmos off—think about it for a second, are most of the calls you receive so vital that you can’t wait a few minutes to take them? LAPTOPS ARE NOT PERMITTED unless you can convince me that they are serving a valid educational purpose (warning: videos of puppies, regardless of their adorability, do little to enhance your understanding of history).It is also important that, in order to create a learning environment, everyone should feel comfortable. Think about how your actions or words might affect your classmates before acting or speaking.Active Learning Classroom: We will meet in two classrooms this semester, a traditional lecture hall and an "active learning classroom." While you are familiar with lecture room, the active learning environments might be new to you. Instead of sitting in the auditorium, you will be seated in groups of six with a shared computer; instead of standing on stage, I will be moving throughout the room. This configuration creates an active learning environment—you will be doing a good deal of collaborative work with your groups and will be able to use the technology in order to learn. Rather than passively listen to lectures, you will be able to be actively engaged in your education.At the same time, the active learning environment has its challenges. As with all complicated technological systems, there are sometimes glitches. I ask you to bear with me through these and remain flexible, and I promise to do the same. I also ask you to keep communication open to tell me what is working and what isn't. Also, while the technology will be a great tool to our learning, I'm going to ask that you don't use it for any non-school related purposes. Unless you are Facebook friends with Tecumseh or follow Sitting Bull on Twitter, those sites, along with others, will not be conducive to your work. There will be appropriate and inappropriate times to use the technology.Email Policy: I am happy to correspond with you about questions relating to the course, but keep the following mind. Be sure to READ YOUR SYLLABUS before sending me an email. Nine times out of ten, the questions I get are covered either in the syllabus or in class. I will generally try to respond to your email within 24 hours, perhaps longer over a weekend. Also note that I will not be checking my email after 5:00 in the evening. Finally, make sure your email has a greeting, full sentences, and a subject line. This will be good practice for communicating in the professional world.Students with Disabilities: Any student who has a disability and is in need of classroom accommodations, please contact the instructor and the Services for Students with Disabilities Office in Old Library 2136 at the beginning of the semester.Daily Topics and Readings:Finish the required readings by class time on the day indicated. Occasionally documents will be available through D2L or at the library.Section One: Images and RepresentationsMany of our impressions about Native Americans are shaped by popular culture—film, advertisements, team mascots, and literature. How accurately do these representations portray Native Americans? How do these representations and misrepresentations affect how we understand Native American history? What implications do they have for twenty-first century Native Americans? How should we correct these misrepresentations?Sept. 5—IntroductionsSept. 7—History Lab: Past and PresentChoose one article on a current event regarding Native Americans, read it, and complete the Past and Present Assignment. Bring it to class.Sept. 10—The White Man’s Indian: Stereotypes and Misrepresentations ICalloway, First Peoples, 1-12Michael Dorris, “Indians on the Shelf,” 98-105 (D2L)The White Man’s Indian Exercise (D2L) *D2L Assignment #1 Due at Class TimeSept. 12—The White Man’s Indian: Stereotypes and Misrepresentations, IIRobert Berkhoffer, “The Western and the Indian in Popular Culture,” 95-104 (D2L)Sept. 14—History Lab: Celluloid IndiansDocumentary: Reel Injun (streaming on D2L, on reserve at the library, or on Netflix)Section Two: The Indians’ Old WorldBy the time Europeans crossed the Atlantic, humans had been living in the Americas for millennia and had developed a wide range of cultural systems, economic structures, gender expectations, and societies. These peoples had rich histories that neither began nor ended with the arrival of European people. How did different native peoples respond to the ecological environments in which they found themselves? Were some more “advanced” than others? What do terms like “advanced” or “backwards” mean?Sept. 17—Origins: The World on a Turtle’s BackCalloway, First Peoples, 14-20*Sign up for a reaction an Assignment Group on D2L by Class TimeSept. 19—The Three Sisters: The Horticultural RevolutionCalloway, First Peoples, 20-39Sept. 21—History Lab: OriginsCalloway, First Peoples, 40-54*D2L Assignment #2 Due at Class TimeSept. 24—An Infinity of Nations I: The A:Shiwi, Southwestern Farmers (Zunis)Zu?i/A:Shiwi Reading (D2L)* Assignment Group I Papers DueSept. 25—An Infinity of Nations II: Northern Hunters (Innu)The Jesuits Describe the Montagnais (Innu) (D2L)Sept. 27—An Infinity of Nations III: Eastern Farmers (Oneida)Calloway, First Peoples, 54-64*D2L Assignment #3 Due at Class TimeSection Three: The Indians’ New WorldsFollowing 1492 two “old worlds”—one native American and the other European—collided to create a “new world” for native peoples. Native Americans faced huge disruptions—disease and ecological change, new kinds of warfare, and attempts to change their culture. How did different native peoples respond to these challenges? Were they merely victims of European aggression or did they have agency over their lives?Oct. 1—The Europeans’ Old WorldDaniel Richter, “Legacies of Conquest from Medieval Europe,” 37-63 (D2L)Calloway, First Nations, 130-33Oct. 3—American Empires: Natives Encounter the EuropeansCalloway, First Nations, 85-111Oct. 5—History Lab: A New EnglandCalloway, First Nations, 133-36King Phillip's War Packet (D2L)* D2L Assignment #4 Due at Class TimeOct. 8— Invasions (and Evasions) Within: Natives Encounter MissionariesCalloway, The World Turned Upside Down, 43-53 (D2L)* Assignment Group II Papers DueOct. 10— The Roots of Dependency: Natives Encounter Traders and AlliesCalloway, First Peoples, 152-80Oct. 12— First Midterm ExaminationSection Four: Trails of TearsFollowing the American Revolution, Native Americans like the Cherokees confronted a new nation—the U.S.—with different expectations and visions for the Continent. Looking at the case of the Cherokees as a case study, this section investigates how the U.S, sought to colonize North America, how Native Americans reacted to U.S. colonialism, and how they survived as a people.Oct. 15—“The Arts of Civilization”: Native Americans Encounter the United StatesCalloway, First Nations, 218-32Oct. 17—A Fork in the Road: The Cherokees Respond to U.S.Calloway, First Nations, 232-38Oct. 19—A Fork in the Road II: The Cherokee PhoenixCherokee Documents (D2L)*D2L Assignment #6 Due at Class TimeOct. 22—Describing Removal ICalloway, First Nations, 286-298Oct. 24—Describing Removal IIFrancis Paul Prucha, “Andrew Jackson’s Indian Policy: A Reassessment.” (D2L)*Complete first half of D2L Assignment #7 (but don’t upload it yet)Oct. 26—Interpreting RemovalAnthony F.C. Wallace, “The Hunger for Indian Land in Andrew Jackson’s America.” (D2L)* D2L Assignment #7 Due at Class Time (finish and upload it)Section Five: How the West Was Lost—Plains Peoples Confront the American InvasionIn one of the most infamous events in Native American history, U.S. soldiers fired upon and killed around three hundred Lakota people led by a man named Bigfoot in December 1890. The event has become a flashpoint in Native American history. Focusing on the background of this single event, this section will explore how Native people challenged and contested Euro-American expansion and exercised agency, even in the most desperate conditions.Oct. 29—Re-envisioning the West: Inventing the Plains SiouxCalloway, First Peoples, 180-86Oct. 31—The Reservation and Early ConflictCalloway, First Peoples, 332-52* Assignment Group III Papers DueNov. 2—History Lab: The Winter CountCalloway, First Peoples, 359-65Watch Lakota/Dakota Winter Count Packet (D2L)*D2L Assignment #8 Due at Class TimeNov. 5—The Road to Wounded Knee: The Lakotas/Dakotas and the American EmpireCalloway First Peoples, 369-384Nov. 7—History Lab: A New Order on the PlainsCalloway, First Peoples, 352-58Documenting Wounded Knee Packet (D2L), bring to class with youNov. 9—Second Midterm ExaminationSection Six: The Invasion Within—Natives Defend their Culture from “Americanization”The U.S. invasion did not end with the end of armed conflict. If the first act had been to invade their lands, the second aimed at invading their hearts and minds. Believing that white, European-American culture represented the pinnacle of human development, the United States government sought to assimilate Native Americans into the mainstream culture by removing Native culture and traditions. How successful were Native peoples at maintaining their autonomy, their culture, and their identities as separate peoples?Nov. 12—"Off the Blanket": American Imperialism and AllotmentCalloway, First Peoples, 448-454Nov. 14—Education for Extinction: The Boarding SchoolBrenda Child, “Train Time,” Boarding School Seasons, 26-42 (D2L)Nov. 16— History Lab: The Wisconsin Boarding School ExperiencePrimary Source on the Wisconsin Boarding School Experience (D2L)*D2L Assignment #9 Due at Class TimeNov. 19—Talking Back to “Civilization”: Native Peoples Resist "Americanization"Calloway, First Peoples, 431-47"Back to the Blanket" (D2L)Section Seven: The Path to Self-DeterminationBy the 1980s, the relationships between native peoples and the federal government had transformed from paternalism to cooperation between the tribes and the United States government. How did this transformation come about? What role did native activism, particularly the Red Power movement, play in this transformation?Nov. 26—"Uncle Sam's Stepchild": The Policies of Termination and RelocationCalloway, First Nations, 495-505* Assignment Group IV Papers DueNov. 28—The Last Menominee: Termination Comes to the Wild Rice PeopleCalloway, First Nations, 505-509, 527-32Nov. 30—DRUMS and the FISH-In: Early ActivismCalloway, First Peoples, 546-553*D2L Assignment #10 Due at Class TimeDec. 3—History Lab: AIM in ActionA Good Day to Die (D2L)Dec. 5—Self-DeterminationAIM/Red Power Documents (D2L)Section Eight: Past and Present—Current Issues in Indian CountryNative Americans continue to face a number of challenges and opportunities in the twenty-first century. These are the legacy of four hundred years of conflict with the Europeans and Euro-Americans. What has changed for native Americans? What has remained the same? How are current-day problems related to historical oppression and colonialism?Dec. 7—Current EventsWatch “The Ways”*D2L Assignment #11 DueDec. 10—Nation-to-Nation Relations: Issues of Sovereignty and Economics in Indian CountryWatch “Awake, A Dream from Standing Rock”Dec. 12—Rich Indians and Poor Indians: Economic Issues in Indian CountryWatch “Wisconsin Tribal Histories”Dec. 14—Summing Up and Final Review Final ExamPlease consult CampS for the time of the Final Examination for your section. ................
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