NAMS 1143I Native Americans of
North America
Spring 2010 Dr. Hugh Foley
hfoley@rsu.edu
918-343-7566
Dept. of Communications and Fine Arts, Rogers State
University, Claremore, OK 74017
I. Required
Text:
Calloway,
Colin, G. First Peoples: A Documentary Survey of American Indian History.
3rd edition. Boston: Bedford/St. Martin’s, 2008.
II. Course
Description:
This course is
an introduction to the first inhabitants of North America from the centuries
before and after the European incursions. Along with significant historical
events, note will be made of cultural relationships, such as languages, myths,
and lifestyle among various peoples distributed throughout the area.
Additionally, because Oklahoma is a contemporary microcosm of tribes from across
the United States, special emphasis will be placed on tribes from Oklahoma who
represent distinct and historic tribal entities, and whose stories typify the
experience of Native Americans across the continent.
III. Course
Objectives:
Along with
coming to a new understanding of the history and contemporary status of North
American Indians, students also should develop critical thinking skills and
analytical writing skills through reading, researching, and writing about Native
American people, issues, and history. By using these skills in this course,
students will gain an enhanced knowledge of American Indian issues, and how
those issues continue to affect local, state, and national economies, as well as
how those issues have impacted the tribes themselves.
IV. Course
Syllabus:
Note: All
readings pertain to the required textbook.
Week 1:
Course Introduction, Research Resources, Current Events Review
Reading: “Introduction: American Indians in American History”
Week 2:
“Pre-history” of the Americas
Reading: Chapter 1, “American History Before Columbus”
Week 3 and 4:
The Europeans Arrive
Reading: Chapter 2, “The Invasions of America, 1492 – 1680”
Week 5 and 6:
American Indians and the Colonies
Reading: Chapter 3, “Indians in Colonial and Revolutionary America, 1680 – 1786”
Week 7 and 8:
The “Indian Problem” for an Expanding Nation
Reading: Chapter 4, “American Indians and the New Nation, 1783-1838”
Week 8:
Mid-term Exam (testing center in Markham Hall)
Weeks 9 and
10: Overwhelming the West
Reading: Chapter 5, “Defending the West, 1830-90”
Weeks 11 and
12: “Refining the Indian”
Reading: Chapter 6, “Kill the Indian and Save the Man, 1870s – 1930”
Weeks 13 and
14: Gone and Back
Reading: Chapter 7, “From Indian New Deal to Self-Determination, 1930-1970s”
Week 15:
Now What?
Reading: Chapter 8, “Nations within a
Nation: Indian Country Today”
Week 16:
Final Exam (testing center in Markham Hall)
V. Assessment
Tools:
Course Reading
Journals:
Students will
respond to one Question for Consideration from at least 25 sections
listed as such under Questions for Consideration. Page numbers for these
questions can be found in the table of contents. Students should answer
sentences in complete sentences. Answers should simply be long enough to answer
the question fully. Students will type their answers, clearly indicating which
question is being answered, bind them all together in a folder, and turn them in
to the instructor by April 23rd. Possible
points: 100
Contemporary
Book Review: 750-word book review
of any American Indian-focused book published in the last five years. The book
review should use at least five quotes from the book to illustrate a summary and
critical analysis of the book’s quality. Therefore, a book review might follow
this format:
Part 1: Introductory paragraph with thesis stating writer’s opinion of the book
being critiqued.
Thesis statement format: topic
(book title) + opinion (is good or bad) + controlling ideas A, B, and C.
Part 2: Body paragraphs with quotes from book proving author’s point about the
book.
Part 3: Concluding positives, negatives, or further uses for the book being
critiqued.
Part 4: Please include a works
cited page in which the book’s author, title, and publication date are listed.
Documentation note: Students may
use any standard academic style in the book review..
Points possible: 100 (Due March 1, 2010)
Experience
Essay:
Students will
attend at least one event with a Native American focus, be it a church service,
powwow, political event, art exhibit, cultural demonstration, or other event
with an emphasis on American Indians. After attending the event, students will
write a 750-word essay on the event. Students are reminded the RSU Stickball
Workshop will be March 5 and 6 in the RSU Nature Reserve and is a perfect
opportunity to both have an experience, make traditional stickball sticks, and
then write about the event. The essay should be typed and double-spaced.
Points possible: 100 (Due April 2nd)
Course Reading
Journals:
Students will
respond to one Question for Consideration from at least 25 sections
listed as such under Questions for Consideration. Page numbers for these
questions can be found in the table of contents. Students should answer
sentences in complete sentences. Answers should simply be long enough to answer
the question fully. Students will type their answers, clearly indicating which
question is being answered, bind them all together in a folder, and turn them in
to the instructor by April 23rd.
Points possible: 100
Final and
Mid-Term Exam:
Students will
take a final and a mid-term exam. Both exams will be given in the testing center
in Markham Hall, and the two scores will be averaged together for 25% of the
grade.
VI. Policies
and Procedures
Grading
Policies:
Students will
be graded on the following items:
1.
Journals (25%)
2.
Experience Essay (25%)
3.
Contemporary Book Review (25%)
4.
Mid-term and Final exam average (25%)
Grading Scale:
100% - 90% = A
89% - 80% = B
79% -70% = C
69% - 60% = D
Below 60% = F
Academic
Integrity:
Plagiarism is
a form of academic dishonesty in which a student represents someone else’s work
as his or her own. To avoid plagiarism, when you use someone else’s data,
arguments, designs, words, ideas, project, etc., you must make it clear that the
work originated with someone else by citing the source. Any plagiarized work
receives a "0" which may not be made up.
Academic
Misconduct:
Students are
expected to follow university policies as put forth in the institution’s
Student Code of Responsibilities and Conduct. In accordance with Title 12 of
The Student Code (page 11), instances of alleged academic misconduct will
follow the policies and procedures as described in Title 12. As a general rule,
Faculty members at RSU have the responsibility of enforcing the academic code.
Therefore, if academic misconduct is suspected I will submit a letter of alleged
academic misconduct to the Office of Student Affairs.
ADA Statement:
Rogers State University is committed to providing students with disabilities
equal access to educational programs and services. Before any
educational accommodation can be provided, any student who has a disability that
he or she believes will require some form of accommodation must do the
following: 1) inform the professor of each class of such need; and 2) register
for services to determine eligibility for assistance with the Office of Student
Affairs, located in the Student Union. Students needing more information about
Student Disability Services should contact the Director of Student Development,
Office of Student Affairs, RSU, 918-343-7579.
Attendance
Policy:
I do not
withdraw students from the class. The responsibility for withdrawing from the
class lies with the students. The final
day to withdraw from the class is April 9, 2010.
Closure
Statement:
The schedule
and procedures of this course are subject to change in the event of extenuating
circumstances. (University Closure Statement, IRPAA 8/25/99, p. 25).