Colin G. Calloway, Crown and Calumet, British-Indian Relations, 1783-1815, (1987).
Loretta Fowler, Shared Symbols, Contested Meanings: Gros Ventre Culture and History, 1778-1984, (1987).
Albert L. Hurtado and Peter Iverson, Major Problems in American Indian History, (1994).
Ronald Wright, Stolen Continents: The "New World" Through Indian Eyes, (1992).
John R. Wunder, Retained by The People: A History of American Indians and the Bill of Rights, (1994).
Richard Marius, A Short Guide to Writing about History, (1989).
Course Description:
A discussion of the richly textured and diverse history of American Indian peoples from 1400 to the present. Special emphasis will be given to the way in which Indian peoples have shaped their own lives in relation to European and Anglo-American cultures. The class will explore the variety, persistence and evolution of American Indian peoples's experiences.
Course Assignments:
Readings
Discussion days cannot, and will not, work if you fail to complete your reading assignments. This course, admittedly so, contains a healthy reading load. But, you can keep current by simply planning ahead and pacing your reading to the calendar in this syllabus. I will be taking note of who participates in the class discussions and who demonstrates a knowledge of the reading assignments.
Quizzes
There will be six (6) unannounced, short reading quizzes on selected discussion days. The questions will be short answer, and will test whether or not you have completed and understood your reading.
Class Log (notebook)
You are to keep a class log, or notebook. This notebook is to be divided into four sections: notes over readings, notes of the lectures, a diary of your Haskell-KSU exchange experience, and notes over the movies. To help you focus your attention, this syllabus contains a set of questions pertaining to each reading assignment. These questions should be answered in your notebook. A good notebook will also have a complete set of lecture notes, and notes covering the movies. Prior to the showing of the movies you will receive a set of guide-questions for each movie.
You should strive to keep a full diary of your participation in the class exchanges with Haskell. These events will prove crucial to your successful completion of Course Project. But more than this, the exchange is a unique educational opportunity and your diary will be an important way in which you will make sense of your experience.
I will request your notebooks twice and grade them on the fullness of their contents.
Haskell-KSU Exchange
Nearly three years ago, Dan Wildcat, the Chair of the Natural and Social Sciences Department at Haskell Indian Nations University, and I, began discussing how we could help bridge the worlds of American Indian peoples and those of other Americans. We agreed that to have him come to KSU, and me to Haskell, as guest lecturers would simply not do. Instead, we asked ourselves why not have the students explore each others's worlds? Haskell, as a multi-Indian nation school, represents well the worlds of American Indian peoples. More than this, Haskell, founded in 1884, is the oldest continuously operating federally-funded institution of Indian education in the United States. Initially established to provide Indian peoples with work skills in the industrial arts, Haskell now has moved into the realm of the liberal arts and sciences, along with a newly accredited four-year degree program in education. KSU, with which you are well familiar, represents in many ways a good cross-section American society.
In the spring of 1994, Wildcat and I applied for joint fellowships in the Indian Voices in the Academy, a program sponsored by the D'Arcy McNickle Center for the History of American Indians, at the Newberry Library in Chicago. We were awarded the fellowships, and the exchange program in which you are to participate, as well as the design of this course, is the result of our joint efforts while at the library during July 1994.
Part of the requirements for this class involves your attendance in a reciprocal student exchange involving students from Haskell Indian Nations University at Lawrence, Kansas. You will be required to travel to Haskell and remain there for one night and two days. This class will leave Manhattan in the morning, November 17, spend the evening at Haskell, and return to Manhattan in the evening on Saturday, November 18. Once again, this is a required assignment, and excuses for missing it such as "I have to work" will not wash. Plan ahead and make the necessary arrangements. The history department will provide the transportation, and I will furnish you with a memo that you can give your other professors informing them about your absence from any courses that you have on Friday.
The Haskell students will arrive by class-time on October 20 and will return the following Saturday. You will be asked to pair up with a student and serve as his/her guide to KSU and Manhattan. There will be a series of events on the KSU campus and at the Konza Tallgrass Prairie for both this class and the students from Haskell. Attendance at these events will also be part of the requirements of this course.
Itinerary:
October 20, Friday
10:00 a.m. Haskell Students arrive
10:30 a.m. Joint class (introduction to the exchange
and pairing up), Dennison 224
11:30 a.m. campus work and lunch on own
7:00 p.m. evening banquet
8:30 p.m. lodging arrangements made
October 21, Saturday
10:00 a.m. meet at Konza, hike and work
12:30 p.m. cookout, and conclusion
November 17, Friday
10:30 a.m. Depart for Haskell
lunch on our own
afternoon tour of Haskell, and pairing up
6:30 p.m. evening cookout, free time
8:30 p.m. lodging arrangements
November 18, Saturday
7:00 a.m. breakfast
8:00 a.m. Blessing at the Medicine Wheel
9:00 a.m. pairing up and free time
12:30 p.m. cookout
1:30 p.m. wrap-up activities
4:00 p.m. departure for Manhattan
Course Project
The central tenet of ethnohistory is to analyze and relate the dynamics of culture through time. Doing this sort of study requires the formulation of an intellectual framework within which to house it. You are required to develop such a framework for doing an historical ethnographic study. Remember, you are not being asked to do an ethnographic study, rather you are being asked how one goes about doing such work. What are the problems one must address and overcome before writing such a study?
You should consider the following tips carefully when doing this assignment. All people belong to communities. These communities are defined and shaped by several variables. One to consider is kinship. In some manner, all people are related to some one else, and familial relationships differ among cultures. Moreover, everyone is also tied to larger social structures that define a person's place, actions, and responsibilities. For example, you have a family name; you belong to certain groups in your community (for example, you live a particular neighborhood, belong to club, play sports on a team, attended a certain school) or on campus (for example, fraternities, sororities, honor societies, campus clubs), and not to others; or perhaps you belong to a religious groups (or maybe not) with a defined sense of values. How do these memberships, formal or informal, define who you are and how you behave? Moreover, all people make sense of their world in symbolic ways. How people use symbols will explain how they relate to the world around them, or their "worldview." Many Indian peoples incorporate the American flag into their ceremonies. What does the flag represent to them, and what does it represent to you? You may call yourself an American, or take great pride in being an ethnic American, for example a German-American. What makes you this? Your partner may identify himself or herself as an Indian, Native American, Comanche, Kiowa, Cree or by some other tribal or national affiliation. How is membership into a tribe or nation determined? These are not the only categories by which people define themselves, so think about other ways people identify themselves.
Now, you are an ethnohistorian and you want to study an Indian community. What steps are you going to take in order to do this study? To figure this out, engage your Haskell partner in a discussion to reach a reciprocal agreement that would allow you to achieve an understanding of his/her community. You must identify permeable and exclusive boundaries in your partner's community. For example, you may find it easy to discuss how your partner views sports, relations with the opposite sex, the organization of his/her family or community. Then again, you may find that your partner will not discuss with you any of his/her religious beliefs, or religious practices. These examples are not the only realms in a person's life, so go beyond these in exploring your partner's world. You must determine the extent to which you can reach an understanding of your partner's community. How will this, or can this, information help you understand his/her history?
Next, select two of the textbooks from this class. Think about how you would put together an ethnohistory, and then look at the way in which these two authors have done their work. How have these authors approached their work in a similar manner that you would, and how do you differ? Are there areas that the authors should have addressed in order to give their work more completness? How believable is the work of these authors? What are their bias?
You are to write a six to eight page, typed, paper addressing the questions posed in this course project. You will be graded both on content and writing. Be sure to read Marius, pp. 143-190, which addresses the elements of writing style and grammar. I will grade according to the writing guidelines found in Marius.
Movies
You will be required to watch four movies depicting American Indian peoples. There will be one showing of each movie, but these movies are also available in the local rental stores if you miss a showing. As with the readings, you will be provided with a set of questions that will help you to analyze the movies.
Final Exam
Take two of the movies and write a four to six page, typed, argumentative essay addressing the manner in which Hollywood producers and directors have portrayed American Indian peoples. Marius discusses the elements of composing an argumentative essay on pages pp. 66-7, and the elements for any essay on pages 13-28. I will grade the organization, writing, and content of your essay according the guidelines found in Marius.
Build your argument upon the course readings, lectures, discussions, and your experiences with the Haskell students. Be sure to identify how these movies have stereotyped, or perhaps, have moved beyond stereotyping, American Indian peoples.
COURSE GRADING SYSTEM
Course Notebook 10%
Reading Quizzes 30% (each quiz = 5%)
Haskell-KSU Exchange Attendance
and Participation 20% (each exchange = 10%)
Course Project 20%
Final Exam 20%
Plagiarism and cheating are serious offenses and may be punished by failure on the exam, paper, or project; failure in the course; and/or expulsion from the university. For more information refer to the "Academic Dishonesty" policy in Inside KSU.
Any student with a disability who needs an accommodation or other assistance in this course should make an appointment to speak with me as soon as possible.
HIST537: The Class Electronic Discussion List
This mainframe electronic mail discussion and announcement bulletin board is exclusively for the History of Kansas class. The list, called HIST378, is on KSUVM; its software manager is LISTSERV, a generic program that handles incoming mail and distributes it to subscribers to the list.
Purpose: HIST537 is designed to provide students and instructor with direct communications access to each other. Messages posted to the list by students and instructor can be read by any subscriber logged on to the mainframe. You are encouraged to use the list to raise issues with me and with each other about the course's content and structure. You can, for instance, request clarification of points made in class; query the list for potential study partners; up- and down- load study guides, notes, and other texts. You may also communicate directly and confidentially with the instructor via his electronic mail address, instead of via HIST537.
The instructor will use the list to encourage discussion; to post course announcements about class sessions, to post course handouts, or events of interest to students of history; and to respond to students' requests for information and guidance.
Subscribing: All students registered in this course should subscribe to HIST537 and maintain that subscription for the duration of the course. There is no cost to subscribe: the service is provided free of charge by Computing & Network Services; To subscribe, you must first have a mainframe userid. Go to Nichols 126 to arrange it and to set up a password. While at Nichols, pick up handouts on "pine," a UNIX mail program. Also, the latest copy of the CMS Survival Kit, available at the bookstore, has important information about using the mainframe. Once you have a mainframe userid and password, you can subscribe to the list from any campus terminal or by modem dial-in access. Information about campus terminals, modems, and hardware compatibility can be obtained from the computer consultants in Nichols 126 (2-7722, or CONSULT@KSU.KSU.EDU).
To subscribe, log on to KSUVM by typing your userid and password when prompted at the LOGON screen. If you have not yet used the UNIX machines, then at the "ready" prompt, type UNIXID, and then logoff KSUVM. Now logon to UNIX; at the "logon:" prompt type your userid IN LOWER CASE LETTERS; at the "password:" prompt type your password in lower case letters; at the "terminal (vt100):" prompt press the return key; at the % prompt type pine. This will enter the mail program. Press c to compose a message. In the "To:" field type listserv@ksuvm.ksu.edu. Leave "subject" blank. In the body of the message type the following two lines:
sub hist537 yourname
set hist537 repro
Example:
sub hist537 James E. Sherow
set hist537 repro
Use the commands at the bottom of the screen to send the message. The LISTSERV program will
automatically subscribe you to the list and send you confirmation. To send mail directly to the list,
where all subscribers will read it, send mail to hist537@ksuvm.ksu.edu. At the end of the semester,
you can leave the list by sending "unsub [first name last name]" to listserv@ksuvm. If the
message traffic on the system should become heavy, I will outline options for automatically
summarizing a day's messages. CNS hold regular and frequent classes on electronic mail. You are
urged to attend one of these sessions to get acquainted with the system and to learn your options.
Rules for Usage: This list is for instructional purposes only. You must abide by the spirit as well as the letter of rules for electronic discussions: courtesy, honesty, and respect are of the utmost importance. As the registered listowner, the instructor will not hesitate to unsubscribe and penalize list members who use profanity, crowd the mailer with gossip or "junk mail: announcements, falsify other list-members' userids or send mail under another list member's name, or who interfere with the operation of the list. Use of the mainframe is subject to the regulations implemented by Computing & Network Services: students who abuse this privilege are subject to academic discipline.
Normal Uses: Check your mailer often for announcements, questions, and course-related messages. At least once a week should be enough, but if your schedule permits it, you should check it more often. When contributing to the list, select a "subject" description that is clear and concise. When communicating to the list, some users find it easier and faster to compose and edit text in their word processor, save the message as a text file, and upload it to the mainframe for mailing to the list. To do this, you must be familiar with your word processor's requirements for creating text files and you must know how to up- and down- load files through a modem or via the campus dataswitch/fiber optic cable.
COURSE CALENDAR
AUG 21 Intro. to the Course
AUG 23 Discussion, reading assignment
AUG 25 Discussion, reading assignment
AUG 28 Discussion, reading assignment
AUG 30 Discussion, reading assignment
SEP 1 Lecture, Plains Pre-Contact
SEP 4 LABOR DAY HOLIDAY
SEP 6 Discussion, reading assignment
SEP 8 Discussion, reading assignment
SEP 11 Lecture, Plains-Pueblo Economy; reading assignment
SEP 13 Discussion, reading assignment
SEP 15 Lecture, Southern Plains Peoples
SEP 18 Discussion, reading assignment
SEP 20 Discussion, reading assignment
SEP 22 Discussion, Black Robe
SEP 25 Lecture, Eastern-Transition Plains Peoples
SEP 27 Discussion, reading assignment
SEP 30 Lecture, Northern Plains Peoples
OCT 2 Lecture, Plains Bison Economy
OCT 4 Discussion, reading assignment
OCT 6 Lecture, Plains Warfare
OCT 9 Discussion, reading assignment
OCT 11 Western History Association Meeting; reading assignment
OCT 13 Western History Association Meeting; reading assignment
OCT 16 Discussion, reading assignment
OCT 18 Discussion, reading assignment
OCT 20-21 Haskell Students at KSU: See Itinerary
OCT 23 Lecture, End of the Bison Economy
OCT 25 Discussion, reading assignment
OCT 27 Discussion, Little Big Man; reading assignment
OCT 30 Discussion, reading assignment
NOV 1 Discussion, Dances with Wolves
NOV 3 Discussion, reading assignment
NOV 6 Discussion, reading assignment
NOV 8 Discussion, reading assignment
NOV 10 Ethnohistory Conference; reading assignment
NOV 13 Lecture, Reservation Life
NOV 15 Discussion, reading assignment
NOV 17-18 KSU Students at Haskell: See Itinerary
NOV 20 Discussion, reading assignment
NOV 22 THANKSGIVING VACATION
NOV 24 THANKSGIVING VACATION
NOV 27 Discussion, reading assignment
NOV 29 Discussion, reading assignment
DEC 1 Lecture, 20th Century Plains People
DEC 4 Discussion, reading assignment
DEC 6 Lecture, Contemporary Plains Indian Peoples
DEC 8 Discussion, POWWOW HIGHWAY
DEC 12 FINAL EXAM, 11:50 a.m. - 1:40 p.m.
ASSIGNMENT CALENDAR:
AUG 21 Introduction to the Course
AUG 22 Problems, Chap. 1; Stolen, pp. 3-63
What is ethnohistory as defined in the preface in Problems? What does MacLeish mean in saying that people "have a penchant for living on the edge"? What is common and different about the Maidu, Skagit, Arikara and Iroquois creation stories? What are the four subareas of ethnology that Martin identifies as useful for doing ethnohistory? What is dependency? What's an "other- than-human" person? In doing ethnohistory what are the three problems, and the solutions to them, that Frederick Hoxie identifies?
What does Wright mean by the "myth of discovery"? What does Wright mean in his use of mundo al rev‚s? If the Aztecs were militarily more powerful than the Spanish, then why did the Spanish prevail over them? What is the importance of Quetzalcoatl? Tlaxcala? Calendar Round? Santiago? la Noche Triste? What was the Classic collapse? Were the Mayans truly less technologically advanced than Europeans? What story does the Annals of Cakchiquels relate?
AUG 23 Problems, Chap. 2; Calloway, pp. xi-76; Wunder, Chap. 1
Noting Trigger, define the difference between cultural relativism and rationalism. What is the conflict between the romantic and rationalist explanations of human behavior? What is "naturalistic evaluation"? Why, according to Trigger, did Indians fail to stop the advance of Europeans? How was the Catawba world altered by the newcomers? (disease, trade, settlers)
What is the central theme to Calloway's book? What bound Indians and Britons together? In what primary ways did Britons and Americans differ in their respective views of Indian peoples? Why would Indian peoples align themselves with the British? What European driven forces effected Indian peoples? What was the extent of European trade among Indian peoples? Explain Calloway's description of leadership among Indian peoples. Where was the locus of power? How was the Indian Department organized? and how effective was it in forming and carrying out policy? What was the importance of gift giving? What was the role of the agent? Explain the use of kin language British and Indian ceremonies. What was the agent's power in carrying out departmental policies?
What are the three essential elements to law according to E. Adamson Hoebel? What is the difference between custom and law? Define demand-right as opposed to a privilege- right. What are collective entitlements? How might one define sovereignty and do Indian peoples possess sovereignty? In general, Indian peoples perceived rights in two ways; what were these? In what fundamental ways did European notions of law differ from Indian peoples'?
AUG 28 Stolen, pp. 64-142; Problems, Chap. 3
According to Henry Warner Bowden during work toward conversion what was the Franciscans' attitude about the Puebloans' religion and culture? Summarize the differences in world view, personal identity and moral obligation between Puebloans and Spanish. How did the Montagnais and French Catholics view salvation? or, how was it that Montagnais accepted Catholicism without foregoing their basic religious views? How was it that the Wampanoags of Martha's Vineyard could convert to Christianity and yet retained their Indian identity?
What destroyed Wayna Qhapaq, and what were the consequences for the Incas? What was Atawallpa's downfall? How did Incas and the Spanish view gold and silver differently? What were the effects of the Spanish expeditions of Ponce de Le¢n, P nfilo de Narv ez, and Hernando de Soto on the Indian peoples of Florida? How did Etowah appear when Soto probably first encountered it? Who was Attakullakulla, and what was his importance to the Cherokees? Discuss Cherokee forest management. Why might it be inappropriate to call Americans living around the Cherokees "settlers"? How convincing is that the American republican form of government, and also Marxism, derived their inspiration from the Iroquois? What was the Iroquois's name for themselves, and the significance of that name? How deadly was smallpox to the Iroquois? What was the Covenant Chain, and how did it work? What is the controversy over the leadership of Thayendanegea?
AUG 30 Calloway, pp. 78-128
How did the British distinguish between civilization and savagery? What were some examples of British confusion and misinformation about Indian peoples? What were the attractions of Indian life for the British? the sources of revulsion? Why were Europeans often unable to appreciate the religions of Indian peoples? What critiques did Indian peoples offer about British appearances, work habits, child rearing, attitudes about the sexes, and religion. Why was British-Indian frontier a place of multi-cultural exchanges? What three boundaries did many Britons and Indians people regard as important? How was civilization and savagery blurred on the frontier. Who was John Norton, the Girty brothers, William Bowles, and what did they represent? What seemed to define British notions of Indian virtue? Why were the British uninterested in acculturating Indian peoples? How successful was the British religious mission to Indian peoples?
SEP 1 Lecture, Plains Pre-Contact
SEP 4 LABOR DAY HOLIDAY
SEP 6 Calloway, pp. 129-188
How did British trade render Indian peoples both dependent and independent? What maintained the alliance of Britain and Indian peoples? What was the importance of the Indian-trader point of contact? How was trade and political power linked among Indian peoples? How did the British-Indian trade networks across North America? How were intertribal trade and war linked? Explain the two main roles of Indian peoples in the fur trade. What were the trading procedures of the fur trade? What was the effect of alcohol? What began happening to fur bearing animals? What constituted good relations between traders and Indian peoples? Why did traders see Indian peoples as impractical, unreliable? What difficulties confronted traders and Indian peoples in the use of alcohol, in sexual relations? How was the fur trade an exercise in mutual exploitation?
SEP 8 Calloway, pp. 189-258
What advantages did the British have in strengthening its alliance with Indian peoples that Americans lacked? How did Indian peoples fair in their battles with Americans? How did Indian peoples and the British differ in their views on warfare? What was Indian peoples greatest asset in terms of their warfare? and how was it used? What were some of the major problems facing the British as they tried to maintain their alliances with Indian peoples? What troubled most multitribal expeditions? How did Indian peoples regard British notions of treatment of prisoners, the waging of a fight, British tactical support? What were the major results of the Treaty of Ghent for Indian peoples?
SEP 11 Lecture, Plains-Pueblo Economy; Problems, Chap. 4
According to Edmond Atkin, what was the reasons for the French success in the fur trade? What two things must be done, according to Arthur Ray, in order to gain a clearer picture of Indians in the fur trade? Why was alcohol such a useful trade commodity? According to Slyvia Van Kirk, Canada's western history had little violence between Indians and white for what two reasons? What was a la facon du pays? What two factors brought about an end to mix-blood marriages?
SEP 13 Wunder, Chap. 2
What are the differences between "old" and "new" colonialism? What is a treaty? Where did Indian peoples fall within the protection of the Bill of Rights? What were the provisions of the Trade and Intercourse Act of 1790? Trade and Intercourse Act of 1834? What were their legal significance? What was the legal significance of Johnson v. M'Intosh (1823); Cherokee Nation v. State of Georgia (1831); and Worcester v. Georgia (1832)? How was the role of state taxation powers and Indian sovereignty decided in the Kansas Indians decision in 1866? How did the Indian Appropriation Act of 1871 inaugurate the "new" colonialism? How did the Fort Laramie Treaty of 1868 convince Congress that treaty making was a lost cause? How can the General Allotment Act of 1887 be considered both humane and brutal? Why was the act such a failure for Indian peoples? How did Indian police, the Courts of Indian Offenses work? What was the legal significance of Ex parte Crow Dog (1883); Lone Wolf v. Hitchock (1903)?
SEP 15 Lecture, Southern Plains Peoples
SEP 18 Problems, Chap. 5
According to F. Jennings, what did Americans and Indians fight for during the American Revolution? What stimulated the Albany Congress of 1754? What did William Johnson's appointment mean in terms of Crown policy in the colonies? how did Crown policy bring on the Revolution? What were the consequences of the Treaty of Greenville, 1795? According to Usner, what were the four goals guiding U.S. policy toward the Creeks, Choctaws, and Chickasaws? With what social changes did the Indians attempt to maintain their presence in the South? What did the "Freejacks" represent? What was the importance of Lalawethika? What led to Tecumseh's emergence as a powerful leader, and how did he use his power? Why, according to Edmunds, do whites venerate Tecumseh over Tenskwatawa?
SEP 20 Wunder, Chap. 3
What is plenary power? What were the differences between United States v. Joseph (1876), and United States v. Sandoval (1913)? What was the Burke Act of 1906, and how did it work, or not work? What was the consequences of Alice Piper's fight? What did the citizenship act of 1924 mean for Indian peoples? What was the legal significance of Winters v. United States, (1908)? What were the findings of the Merian Report, and what had stimulated Congress to fund the report?
SEP 22 Discussion, Black Robe
SEP 25 Lecture, Eastern-Transition Plains Peoples
SEP 27 Problems, Chap. 6
According to Prucha, what governed Andrew Jackson's policies toward American Indian peoples? What is Prucha's evidence? and is it convincing? How did Jackson view Indian treaties? removal? How does Mary Young make her case for the Cherokees developing a nation resembling the U.S. much more closely than either the Americans or Indians would like to have acknowledged? How did this national development of the Cherokees get them into difficulty? Were the Ridges and Boudinot traitors to the Cherokee cause of maintaining their land?
SEP 29 Lecture, Northern Plains Peoples
OCT 2 Lecture, Plains Bison Economy
OCT 4 Problems, Chap. 7
White notes two different ways of viewing High Plains Indian warfare. What are these? Which view does he find convincing? What does the Treaty of 1851 represent to the Sioux? What were the Sioux trying to accomplish? and how successful were they? How does Flores account for the great diminishment of bison on the High Plains? What forces accounted for the High Plains Indian peoples' actions?
OCT 6 Lecture, Plains Warfare
OCT 9 Wunder, Chap. 4
What three goals did reformers have for Indian during the 1930s? What were reservation conditions like for Indian peoples during the 1920s and 1930s? Who was John Collier, and what steps did he take to reform the Bureau of Indian Affairs? What were the provisions of the Indian Reorganization Act of 1934? Why did Indian peoples and non-Indian peoples object to the IRA? Why was constitution making so problematic on Indian reservations? What was the experience for the San Carlos Apaches?
OCT 11 WHA Conference, no class; Wunder, Chap. 5
In the 1940s Indian law contained a duality which was? Could Indian constitutions violate the United States Bill of Rights? Give some examples to illustrate your answer. What were the three types of courts on Indian reservations, and what were their roles? How did tribes determine membership? How did Superintendent of the Five Civilized Tribes v. Commissioner (1935) deal with taxation? How did Porter v. Hall (1928) reflect Indian votes rights during the 1920s and 30s? Why was the Indian Claims Commission Act passed in 1946? How were claims established? what were offsets? How did the Lower Brul‚ Sioux fair during the 1930s?
OCT 13 WHA Conference, no class; Wunder, Chap. 6
What were the goals of liquidation, and the Zimmerman Plan? How was Resolution 108 to work? Describe Senator Arthur Watkins. How did termination work with the Menominees, and did termination mean the end to the tribe itself? What was DRUMS? What were the goals embedded in relocation? How did relocation work for Ira Hayes? How was Public Law 280 suppose to work? Why would the state of Nebraska have grave misgivings about enforcing PL 208? What were the net results of the decisions of the ICC from 1947-67? How did Tee-Hit-Ton Indians v. United States (1955) affect the ICC and Indian peoples in general? How was religious freedom defined in Native American Church v. Navajo Tribal Council (1959)? How did Arizona v. California (1963) further define Indian water rights? What was the "New Trail" advocated by John F. Kennedy?
What could have been the results of section 20 of the 1850 California law to protect Indians? What is the significance of the Bidwell Rancho Chico to Indian social patterns in California around 1860? What were the main differences in Indian social patterns in southern, middle, and northern California? What were two significant trends in California Indian households around 1860? According to Madsen, how did Mormon relations change with the Shoshones and Utes from 1840 to 1860?
OCT 18 Stolen, pp. 143-76
How was it that Aztec religion could incorporate Christianity? What were the linkages between Coatlicue and the Virgin Mary that resulted in the Our Lady of Guadalupe? Why, according to Wright, did societal blending occur in Mexico? What is the importance of "prophecy history" to the Mayas? How did the conflict between the Xiu and Itz dynasties work to favor the Spanish? Explain the work of Diego de Landa. Why did Tayasal fall?
OCT 20-21 Haskell Students at KSU
OCT 23 Lecture, End of the Bison Economy
OCT 25 Stolen, pp. 177-240
What's the significance of pachakuti and the story in the Relaci¢n? What is the meaning behind wiraqocha? What was the Manku revolt? the Taki Onqoy? What was the importance of Tupa Amaru II? What was the concerns expressed at the Chota council of 1776? What were the different approaches of Dragging Canoe and Nancy Ward? What were the main accomplishments of Cherokee acculturation? Who were the Red Sticks, and the Cherokee relation to them? What was the Cherokee Renaissance? Who was Sequoyah? What was the Treaty of New Echota, and what did it mean for Elias Boudinot and John Ross? What were the gifts of Red Jacket? what were some of his concerns? What were the accomplishments of Handsome Lake?
OCT 27 Discussion, Little Big Man; Shared Symbols, pp. 1-52
According to Fowler, what is culture? What are the central questions to her book? What were the five transitional periods of Gros Ventres history? How did the horse transform the Gros Ventres? Explain the Flat Pipe, and the Feather Pipe. What were the six age grades and how did they work? What was the importance of sharing? How did one achieve prominence? What was the value of fierceness? What saved the Gros Ventres from destruction around 1810? Why did the Gros Ventres ally with the Americans in the 1850s?
OCT 30 Shared Symbols, pp. 52-97
How did the civilization process of agent Wyman Lincoln affect the Gros Ventres? How did generosity and fierceness change? What happened to the Flat Pipe? What was the significance of Otter Robe? Sleeping Bear? What was the continuing importance of the giveaways? What did Gros Ventres means by saying "calling oneself a white man"? How did the Gros Ventres compare themselves to the Assiniboines? What were the affects of the formation of the business council in 1904 on Gros Ventres society? Why the appeal of the Grass Dance? What was the importance of fairs? Why did the Gros Ventres fail to divide their reservation into allotments? What was the appeal of the IRA to the Gros Ventres?
NOV 1 Discussion, Dances with Wolves
NOV 3 Problems, Chap. 9
What did the end of the Civil War mean for the five civilized tribes? What was the "long walk"? Generally. how did Americans and Indian peoples differ in interpreting the function of treaties? How did the Arapahos and Sioux differ in their negotiating strategies? What was the single most frustrating aspect of treaty making, according to DeMallie? How so? What was White Bird's tactics in negotiating with Captain Bogy? According to Utley, why was the army so unsuccessful in fighting High Plains Indian peoples? How did High Plains Indian peoples fail to adapt to their fight with the American army? What really led to the collapse of High Plains Indian resistance? What was the aftermath of Little Bighorn?
NOV 6 Problems, Chap. 10; Shared Symbols, pp. 98-140
How could an unscrupulous person taken advantage of Indian peoples falling under the operations of the Dawes Act? How was Luther Standing Bear transformed at Carlisle? What was "domestic science" and did it apply to Indian women education at boarding schools? How did the boarding schools remain economically viable? According to Meyer, how reservation policy change around the turn of the 20th century? How were the Anishinaabeg at White Earth incorporated and marginalized, besides dispossessed? What were the consequences for the Anishinaabeg? How did the Clapps Rider, 1906, work against the Anishinaabeg?
How did BIA policies undermine the Gros Ventres's pursuit of prominence and primacy in the 1950s? communal solidarity? the use of the Flat Pipe? Gros Ventres self identity? How did Gros Ventres's cultural traditions combine with the social legislation of the 1960s to change their lives, and reenforce their cultural ways? What are the four categories of Gros Ventres, and their significance? How do prominence and tenacious defense figure into Gros Ventre history?
NOV 8 Wunder, Chap. 7
How did the Indian Bill of Rights get attached to the Civil Rights Act of 1968? How did Menominee Tribe of Indians v. United States (1968) limit the effects of termination? What was retrocession? What was the organization to the Indian Bill of Rights? What Bill of Rights protections were included and excluded? Why did some Indian peoples fear the effects of the IBR? How did Dodge v. Nakai (1968) heighten fears about the operation of the IBR?
NOV 10 Ethnohistory Conference, no class; Problems, Chap. 11
Why do you think Indian men joined the Vampire Division to fight in WWI? In what ways did William Wash perform the role of what Loretta Fowler called an "intermediary" or "middle man"? Why might Wash have used and defended the use of, peyote? What was the goals of the Society of American Indians? How did Montezuma work toward Yavapai interests in terms of irrigation farming? What was the conflict between Coe and Montezuma?
NOV 13 Lecture, Reservation Life
NOV 15 Lecture, Plains Indians and Assimilation; Wunder, Chap. 8
Why did Domingo Montoya request that the Pueblo be exempt from the IBR? What were some of the tribal voting issues entangled in the enforcement of the IBR? What was the issue involved in Santa Clara Pueblo v. Martinez (1978) and how were these resolved? What were the activities of the National Indian Youth Council and the American Indian Movement? Why was the Indian Self-Determination and Education Act of 1975 passed, and how did it work? How were the determinations different in Blue Lake and the Alaska Native Claims Settlement Act of 1971? What are the differences between recognition and restoration? How did recognition work in Joint Tribal Council of the Passamaquoddy Tribe et al. v. Morton et al. (1975)? What was the significance of the Menominee Restoration Act of 1972?
NOV 17-18 KSU Students at Haskell
NOV 20 Shared Symbols, pp. 141-96
Define elders, educated youth, and militant youth. How do they disagree over the Pipe Ceremony? How do they differ over powwows? giveaways? naming ceremonies? respect toward elders?
NOV 22 THANKSGIVING VACATION
NOV 24 THANKSGIVING VACATION
NOV 27 Stolen, pp. 241-348; Wunder, Chap. 9
Explain the importance of Father Hidalgo, Benito Ju rez, Emiliano Zapata, and Diego Rivera to Aztec rebirth. What were the successes of Jacinto Pat? Francisco May? What does the memoir of Rigoberta Mench£ express? What is the importance of Quechua to the Incas? Explain the connection between guano and dependency. Who was Jos‚ mar¡a Arguedas, and what was his significance? What is the Sendero Luminoso, and what is its contemporary significance? What were the Cherokee achievements at and around Tahlequah, Oklahoma? What were the effects of the American Civil War on the Cherokees? How did the reforms of the Dawes Act, 1887, and of the Curtis Act, 1898, effect the Cherokees? What are some of the controversies surrounding Tellico Dam? What was the Indian Act? What was the plight of Deskaheh? What did the Mohawk Revolt symbolize, and why did it come about?
During the 1970s and 1980s in what legal ways were tribal fishing, hunting and water rights curtailed by United States Court decisions and laws? What did the formation of the Council of Energy Resource Tribes and the Indian Mineral Development Act of 1982 mean for tribal control over their mineral resources? What are the three types of taxation available to Indian peoples, and how have the courts regulated these powers? As illustrated in the case of Benita Rowland, what difficulties have Indian peoples faced in maintaining legal custody of their children? How has the court considered the American Indian Religious Freedom Act of 1978 in Lyng v. Northwest Indian Cemetery Protective Association (1988) and in Employment Division, Department of Human Resources of Oregon et al. v. Alfred L. Smith et al. (1990)?
NOV 29 Problems, Chaps. 12 & 13
What was Collier's fears about the Bursum bill? How well did Collier understand the history of Franciscan and Puebloan history? Did Peter Blaine have a good ecological perspective regarding ranching? How did Rupert Costo perceive the IRA? In Kelly's piece, what is meant by "back-to-the-blanket experiment?" What were the changes to the original draft of the IRA, and what were the consequences? What was the initial extent of tribal participation in adopting the provisions of the IRA? According to Kelly, what the most serious blow to the IRA, and why? According to D'Arcy McNickle, what problems were Collier attempting to overcome when he became commissioner? What were the problems in the Navajo herd reduction program? What were the structural problems in funding?
What was Senator Arthur Watkins' rationale for supporting termination? What design did Ruth Muskrat see in the termination bills of the 1950s? Why did Felix Cohen call Indian peoples the "miner's canary" of American society? According to Bernstein, how did Collier's WWII policies undermine his "Indian New Deal?" What employment opportunities did Indian women find as a result of WWII? What social problems did urban Indian peoples find? What changes came to the reservations as a result of WWII? What were the aims of relocation and termination? What were some of the problems Indian peoples faced in adapting to an urban world? Why the change from "relocation" to "employment assistance?" What were the failures and accomplishments of relocation?
DEC 1 Lecture, 20th Century Plains People
DEC 4 Shared Symbols, pp. 197-254; Problems, Chap. 14
How do the Assiniboines and Gros Ventres differ on who came first to the Milk River valley? How do the Gros Ventres depict the Assiniboines as less successful than themselves? How do the Assiniboines stories reflect their preoccupation with defining themselves as a people who "stick together" and "get along"? How do the Assiniboines and Gros Ventres agree and differ over generosity, access to supernatural assistance, and accommodation?
What were the goals of DRUMS? What is the importance of the Boldt decision? How did Tim Giago defend the importance of reservations to Indian peoples? What is causing the deaths of many young Indian peoples, according to Suzan Harjo? According to Marjan Ambler, what are the three iron chains binding American Indian peoples? How did Ronald Reagan and James Watt misunderstand the nature of contemporary reservations? Why do many Indian peoples choose to remain on reservations? Identify some of the major turning points in the life of Leas Phillip Roberts.
DEC 6 Lecture, Modern Plains Indian Peoples
DEC 9 Discussion, POWWOW HIGHWAY; Wunder, Chap. 10
What do Wilma Mankiller and John Echo-Hawk represent? What are the pros and cons of Indian gaming, and how are these activities regulated by the Indian Gaming Regulatory Act of 1989? What is involved in repatriation and how is it regulated in the Native American Graves Protection and Repatriation Act of 1990? How do the stories of Sticks Everything Under His Belt and Powwow Highway exemplify Indian notions of law as opposed to those notions incorporated into the Bill of Rights?
DEC 12 FINAL EXAM, 11:50 a.m. - 1:40 p.m.