I. ASCRC General Education Form
Group
VI: Historical and Cultural Studies/X: Indigenous and Global
Perspectives
Dept/Program
NAS/HIS
Course #
318
Course Title
Prerequisite
History of Indian Affairs from 1890
None
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Instructor
Phone / Email
R. Clow
X2702clowrl@mso.umt.ed
u
Program Chair
Wade Davies
Dean
Gerald Fetz
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
This class studies American Indian relations with the United States and different states. The
course focuses on Indian policies enacted by non-Indian governments and examines the effects
of these policies on tribal communities and tribal responses to these policies. The course is
concerned with how these policies create underdevelopment and its associated results in tribal
communities. It is foundational in that this course, as is true for 316 and 317, requires no
prerequisites and can be taken without taking the other two history courses in the sequence.
These are our only classes in NAS focusing exclusively on Native American History and, even
though they are taken at the upper division level, are the first courses any student at UM can
therefore take on this broad subject.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
This course meets the Group VI criteria in that
This course also meets the Group X
it teaches students “how to present ideas and
Indigenous and Global Perspectives in that
information with a view to understanding the
the focus is on the many indigenous peoples
causes, development, and consequences of
of the United States and their interactions
historical events.”
with each other and with multiple state and
local governments.
It asks students to evaluate historical texts,
A great stress is placed on understanding the
including primary source material (e.g. the
social and ethics/values and the
Hundley text listed below) and asks students to contradictions that “well intended” policies
analyze and relate to multiple American and
often create in cultural different tribal
Native perspectives on historical events.
communities such as poverty and
underdevelopment.
It has a very broad chronological focus and
As explained relative to the Group 6 criteria,
deals with diverse tribes from throughout the
this class has a broad cultural, geographic
United States as well as the different states that and chronological focus.
often seek to minimize and reduce tribal
sovereignty. It includes discussions of both
historical interpretation (historiography—
including asking students to consider multiple
historical interpretations of the same events)
and ethnographic analysis of those events.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
This class meets the learning goals for Group VI Students are expected to meet the Group X
learning goals in that they must demonstrate
in that it expects students to “synthesize ideas
and information” and tests for this skill in both
in exam essays and papers an understanding
essay exam and paper assignments.
of the interdependence among (and conflicts
between) various indigenous peoples, as
well as among those entities who want to
end tribalism. In assignments, students
must demonstrate “an awareness of the
diverse ways humans structure their lives;
and social, political, and cultural lives”
The class asks students to evaluate one extended The course focuses on previous centuries,
historical text (i.e. Hundley) and expects them to but students are asked to consider how the
demonstrate an ability to explain the multiple
past events continue to affect modern Native
causes of historical events, as well as to offer
American communities, including the
alternate courses of actions, various groups
legacies of land, resource and population
could have taken to alter outcomes. In doing so, loss and religious conversion efforts. We
they must show an ability to understand the
also stress the links between these past
historical situation and make logical conclusions actions and modern U.S. federal Indian law,
based on those realities through the use of
including in terms of the rights and
critical thinking. This also meets the third stated responsibilities of citizenship.
learning goal in the group criteria in that the
must put themselves in the shoes of various
actors with different cultures and motivations.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
NAS 466/History 466 (now 318)
R. Clow
History of Indian Affairs from 1890
McG. 237
Fall Semester, 2008
Office 600 University
Hours, 12:00 - 1:00 Monday-Wednesday
This is a one-semester course that examines the historical, legal
development of United States policies of underdevelopment and colonialism
toward tribal Americans both as individuals and members of tribal nations.
This class will trace the development of the nation's attitudes and policies
from 1890 to present. The course will stress why the United States developed
specific policies toward tribal Americans at specific times and will evaluate the
effects of these polices on tribal Americans and their responses. This class
will not only stress policy development, but will also examine tribal responses
to this outside policy implementation and encroachment. This is important
because tribal leaders have attempted to maintain their unique cultural,
political, and territorial autonomies in the face of changing legal and ethical
relations with the United States.
The course objectives are to have the students understand the
relationship between tribal America and the United States and local
governments, the history of tribal America in the last century, to think
critically about the relationship between cultural different communities, and
understand tribal groups dreams and aspirations. Student should also
understand the contradiction between belief and reality.
Lecture Topics:
August
25
27
29
September 3
5
6
8
10
12
14
15
17
19
22
October
24
26
29
1
3
6
8
10
13
15
17
20
22
Introduction
Standing Bear v. Crook
The Cry for Citizenship
The Omaha Allotment Act of 1882
The General Allotment Act and Citizenship
Allotting and Leasing The Reservations
Forcing the Patents
Forcing the Patents
The Destruction of the Land Base
Logging the Reservations
Menominee Logging
Menominee Logging
The Progressive Era Conservation and Tribal Forests
Minnesota Chippewa Forests
The Irrigation Experiment and Water Rights
The Blackfeet Indian Irrigation Project
The San Carlos Apache Irrigation Project
Life Under Charles Burke
Apache Wage Labor
The New Reformers of the 1920s
Charles Rhoads and the Origin of Change
John Collier and the Indian New Deal
John Collier and the Indian New Deal
Eugene Little and the Rosebud New Deal
Dismantling the New Deal
Dismantling the New Deal
World War II
November
December
24
27
29
31
3
5
7
World War II
Post-War Crisis at Home
The Indian Claims Commission
Tribal Rehabilitation and Relocation
Termination Resolution, HCR 108
The War on Poverty, OEO
Menominee Termination and Restoration
12
14
The Era of Self Determination
What Went Wrong, What Went Right (Cigarettes)
17
19
21
1
3
5
The New Resources Wars, Oil, Coal, and Water
The New Resources Wars, Oil, Coal, and Water
The New Resources Wars, Oil, Coal, and Water
1988, Gaming and the Loss of Sovereignty
Tribal-State-Federal Relations At the 21 Century
Tribal-State-Federal Relations At the 21 Century
Attendance:
Attendance is not required for this class, but students will be held responsible
for all material covered during class lectures. Students are also responsible
for all assigned readings.
Grading:
The essays on the articles and lecture material will be the total grade. These
take home examinations will be given throughout the semester. The ability to
express one’s self is crucial in these take home examinations and this
includes both writing and analysis. These should be at least five to six pages,
virtually a small research paper, where you must pay close attention to detail,
organization, and conclusion. Each essay will be a treated a small research
paper. The use of additional sources will improve one’s grade. So too will
critical thinking. Also, you must use complete citations of any form you
choose, including endnotes, footnotes, MLA, or other. You must cite ideas,
not just quotes. To do only the latter is unethical.
Research Paper:
All undergraduate students who want an A must write and all graduate
students must also complete this assignment. Just doing the research paper
does not insure an A for the class. This assignment requires that you must
be able to express yourself clearly in writing, the same as other assignments;
therefore standards will be high for the assignments submitted for this option.
Graduate students will be required to complete this option.
Academic Honesty:
The University of Montana expects its students to be academically honest,
particularly in regards to plagiarism. Plagiarism is taking someone else's
ideas and thoughts and presenting them as one's own. Copyright laws are
rigid as it concerns plagiarism, as is the University. Please refer to pages 2122 of the current University catalog for more specific information regarding
penalties for such action. Academic dishonesty in Native American Studies
classes will result in a failing grade in the course and disciplinary action
consistent with University policies.
Grading Option:
Grades in this class are traditional grades only.
Drop/Add Deadlines:
October 6, 2008 is the last day to drop classes without the fee.
Readings:
These readings are all available on JSTOR. Students will have to browse the
reading list and determine what readings follow the lectures.
J. Orin, “Oliphant Encroachments of Cattlemen on Indian Reservations in the
Pacific Northwest, 1870-1890,” Agricultural History, Vol. 24, No. 1 (Jan.,
1950), pp. 42-58.
Anne-Marie d'Hauteserre, “Foxwoods Casino Resort: An Unusual Experiment
in Economic Development,” Economic Geography, Vol. 74, Special Issue for
the 1998 Annual Meeting of the Association of American Geographers,
Boston, Massachusetts, 25-29 March 1998 (1998), pp. 112-121.
Christian W. McMillen. “Rain, Ritual, and Reclamation: The Failure of
Irrigation on the Zuni and Navajo Reservations, 1883-1914,” The Western
Historical Quarterly, Vol. 31, No. 4 (Winter, 2000), pp. 435-456.
Norris Hundley, Jr., “The Dark and Bloody Ground of Indian Water Rights:
Confusion Elevated to Principle,” The Western Historical Quarterly, Vol. 9, No.
4 (Oct., 1978), pp. 455-482.
William R. Coffeen, “The Effects of the Central Arizona Project on the Fort
McDowell Indian Community, “Ethnohistory, Vol. 19, No. 4 (Autumn, 1972),
pp. 345-377.
Thomas R. Wessel, “Agent of Acculturation: Farming on the Northern Plains
Reservations, 1880-1910,” Agricultural History, Vol. 60, No. 2 (Spring, 1986),
pp. 233-245.
Daniel M. Cobb, “"Us Indians Understand the Basics": Oklahoma Indians and
the Politics of Community Action, 1964-1970,” The Western Historical
Quarterly, Vol. 33, No. 1 (Spring, 2002), pp. 41-66.
David L. Wood, “American Indian Farmland and the Great War,” Agricultural
History, Vol. 55, No. 3 (Jul., 1981), pp. 249-265.
Al Richmond, Jr., W. R. Baron, “Precipitation, Range Carrying Capacity and
Navajo Livestock Raising, 1870-1975,” Agricultural History, Vol. 63, No. 2,
Climate, Agriculture, and History (Spring, 1989), pp. 217-230.
Donald L. Parman, “The Indian and the Civilian Conservation Corps,” The
Pacific Historical Review, Vol. 40, No. 1 (Feb., 1971), pp. 39-56.
Leonard A. Carlson, “Federal Policy and Indian Land: Economic Interests and
the Sale of Indian Allotments, 1900-1934,” Agricultural History, Vol. 57, No. 1
(Jan., 1983), pp. 33-45.
Mary Patrick, “Indian Urbanization in Dallas: A Second Trail of Tears?,” The
Oral History Review, Vol. 1, (1973), pp. 48-65.
Donald J. Pisani, “Irrigation, Water Rights, and the Betrayal of Indian
Allotment,” Environmental Review: ER, Vol. 10, No. 3 (Autumn, 1986), pp.
157-176.
Kenneth R. Philp, “Termination: A Legacy of the Indian New Deal,” The
Western Historical Quarterly, Vol. 14, No. 2 (Apr., 1983), pp. 165-180.
Laurence M. Hauptman, “The American Indian Federation and the Indian New
Deal: A Reinterpretation,” The Pacific Historical Review, Vol. 52, No. 4 (Nov.,
1983), pp. 378-402.
Leonard A. Carlson, “The Dawes Act and the Decline of Indian Farming,” The
Journal of Economic History, Vol. 38, No. 1, The Tasks of Economic History
(Mar., 1978), pp. 274-276.
Lawrence C. Kelly, “The Indian Reorganization Act: The Dream and the
Reality,” The Pacific Historical Review, Vol. 44, No. 3 (Aug., 1975), pp. 291312.
Norris Hundley, Jr., “The "Winters" Decision and Indian Water Rights: A
Mystery Reexamined,” The Western Historical Quarterly, Vol. 13, No. 1 (Jan.,
1982), pp. 17-42.
William W. Quinn, Jr., “Federal Acknowledgment of American Indian Tribes:
The Historical Development of a Legal Concept,” The American Journal of Legal
History, Vol. 34, No. 4 (Oct., 1990), pp. 331-364.
Clayton R. Koppes, “From New Deal to Termination: Liberalism and Indian
Policy, 1933-1953,” The Pacific Historical Review, Vol. 46, No. 4 (Nov., 1977),
pp. 543-566.
Erik M. Zissu, “Conscription, Sovereignty, and Land: American Indian
Resistance during World War I,” The Pacific Historical Review, Vol. 64, No. 4
(Nov., 1995), pp. 537-566.
Donald L. Parman, “Inconstant Advocacy: The Erosion of Indian Fishing
Rights in the Pacific Northwest, 1933-1956,” The Pacific Historical Review, Vol.
53, No. 2 (May, 1984), pp. 163-189.
Donald L. Parman, “New Deal Indian Agricultural Policy and the Environment:
The Papagos as a Case Study,” Agricultural History, Vol. 66, No. 2, History of
Agriculture and the Environment (Spring, 1992), pp. 23-33.
Kenneth R. Philp, “Dillon S. Myer and the Advent of Termination: 1950-1953,”
The Western Historical Quarterly, Vol. 19, No. 1 (Jan., 1988), pp. 37-59.
Thomas Le Duc, “The Work of the Indian Claims Commission under the Act of
1946,” The Pacific Historical Review, Vol. 26, No. 1 (Feb., 1957), pp. 1-16.
Robert A. Trennert, “The Federal Government and Indian Health in the
Southwest: Tuberculosis and the Phoenix East Farm Sanatorium, 19091955,” The Pacific Historical Review, Vol. 65, No. 1 (Feb., 1996), pp. 61-84
Michael L. Tate, “From Scout to Doughboy: The National Debate over
Integrating American Indians into the Military, 1891-1918,” The Western
Historical Quarterly, Vol. 17, No. 4 (Oct., 1986), pp. 417-437.
Laurence M. Hauptman, Jack Campisi, “The Voice of Eastern Indians: The
American Indian Chicago Conference of 1961 and the Movement for Federal
Recognition,” Proceedings of the American Philosophical Society, Vol. 132, No.
4 (Dec., 1988), pp. 316-329.
Clyde Ellis, “"There Is No Doubt... the Dances Should Be Curtailed": Indian
Dances and Federal Policy on the Southern Plains, 1880-1930,” The Pacific
Historical Review, Vol. 70, No. 4 (Nov., 2001), pp. 543-569.
Steven J. Novak, “The Real Takeover of the BIA: The Preferential Hiring of
Indians,” The Journal of Economic History, Vol. 50, No. 3 (Sep., 1990), pp.
639-654.
Larry Burt, “Western Tribes and Balance Sheets: Business Development
Programs in the 1960s and 1970s,” The Western Historical Quarterly, Vol. 23,
No. 4 (Nov., 1992), pp. 475-495.
Barbara Leibhardt, “Allotment Policy in an Incongruous Legal System: The
Yakima Indian Nation as a Case Study, 1887-1934,” Agricultural History, Vol.
65, No. 4 (Autumn, 1991), pp. 78-103.
Russel Lawrence Barsh, “American Indians in the Great War,” Ethnohistory,
Vol. 38, No. 3 (Summer, 1991), pp. 276-303.
Dean J. Kotlowski, “Alcatraz, Wounded Knee, and beyond: The Nixon and
Ford Administrations Respond to Native American Protest,” The Pacific
Historical Review, Vol. 72, No. 2 (May, 2003), pp. 201-227.
Stephen J. Kunitz, John Collier, “The Social Philosophy of John Collier,”
Ethnohistory, Vol. 18, No. 3 (Summer, 1971), pp. 213-229.
Kenneth R. Philp, “Stride toward Freedom: The Relocation of Indians to Cities,
1952-1960,” The Western Historical Quarterly, Vol. 16, No. 2 (Apr., 1985), pp.
175-190.
Byron E. Pearson, “"We Have Almost Forgotten How to Hope": The Hualapai,
the Navajo, and the Fight for the Central Arizona Project, 1944-1968,” The
Western Historical Quarterly, Vol. 31, No. 3 (Autumn, 2000), pp. 297-316.
Herbert T. Hoover, “Yankton Sioux Tribal Claims against the United States,
1917-1975,” The Western Historical Quarterly, Vol. 7, No. 2 (Apr., 1976), pp.
125-142.
Ross R. Cotroneo, Jack Dozier, “A Time of Disintegration: The Coeur d'Alene
and the Dawes Act,” The Western Historical Quarterly, Vol. 5, No. 4 (Oct.,
1974), pp. 405-419.
Nicolas G. Rosenthal, “Repositioning Indianness: Native American
Organizations in Portland, Oregon, 1959-1975,” The Pacific Historical Review,
Vol. 71, No. 3 (Aug., 2002), pp. 415-438.
Thomas R. Wessel, “Market Economy and Changing Subsistence Patterns: A
Comment,” Agricultural History, Vol. 66, No. 2, History of Agriculture and the
Environment (Spring, 1992), pp. 61-65.
Kenneth R. Philp, “The New Deal and Alaskan Natives, 1936-1945,” The
Pacific Historical Review, Vol. 50, No. 3 (Aug., 1981), pp. 309-327
Thomas G. Andrews, “Turning the Tables on Assimilation: Oglala Lakotas and
the Pine Ridge Day Schools, 1889-1920s,” The Western Historical Quarterly,
Vol. 33, No. 4 (Winter, 2002), pp. 407-430.
William T. Hagan, “Tribalism Rejuvenated: The Native American Since the Era
of Termination,” The Western Historical Quarterly, Vol. 12, No. 1 (Jan., 1981),
pp. 5-16.
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.