I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
X
separate forms
if requesting
IV: Expressive Arts
IX: American & European
more than one
V: Literary & Artistic Studies
X: Indigenous & Global
general
VI: Historical & Cultural Studies
XI: Natural Sciences
education
w/ lab  w/out lab 
group
*Courses
proposed
for
this
designation
must
be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Anthropology
Course #
Anty 326
Course Title
Prerequisite
Indigenous Peoples and Global Development
none
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor
Neyooxet Greymorning
3/22
Phone / Email 4409/Neyooxet.greymorning@mso.umt.edu
Program Chair John Douglas
Dean
Christopher Comer
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Ethics and Human Values
Group VIII, Criteria 1 is met by familiarizing students
with traditions and ethical thought of Indigenous peoples.
This is accomplished through lectures and discussions
Criteria
that draw from Dancing With a Ghost; Exploring
1. Courses focus on one or more of the
Indian Reality by Ruppert Ross, The Sacred: Ways of
specific traditions of ethical thought (either
Knowledge, Sources of Life, by Peggy Beck, et al.;
Western or non-Western), on basic ethical
Protecting Indigenous Knowledge & Heritage, by Marie
topics such as justice or the good life as
Battiste & James Youngblood Henderson; and Paradigm
seen through the lens of one or more
Wars: Indigenous People’s Resistance to Globalization.
traditions of ethical thought, or on a
Students are exposed to a framework of Indigenous
professional practice within a particular
ethical thought at the start of the term through Dancing
tradition of ethical thought.
With A Ghost, specifically from chapter 3, The Rules of
2. Courses provide a rigorous analysis of the Traditional Times, sections A. The Ethic of NonInterference, B. The Ethic That Anger Not Be Shown, D.
basic concepts and forms of reasoning
The Ethic of Conservation and Withdrawal, and chapters
which define the traditions, the ethical
topics, or the professional practices that are 4, 5, & 6, Looking For a Synthesis, Natural Science
Versus Spiritual Belief, and Being Indian is a State of
being studied.
Mind. This then becomes a platform to discuss readings
from John Bodley’s Tribal Peoples and Development
Issues, and whether European actions violate Indigenous
ethics and possibly their own codes of justice. From
Protecting Indigenous Knowledge comes Sakej’s
chapters on Eurocentrism and the European
Ethnographic Tradition, and What is Indigenous
Knowledge- specifically his section on Decolonizing the
Eurocentric Need For Definitions, (which may be the
very thing I am involved with at the moment). Among
the chapters read and discussed from Paradigm Wars
are, Chp 2 Aspects of Traditional Knowledge and
Worldview - the People Belong to the Land –
Subsistence and Materialism – Indigenous Ecological
Knowledge; Chp 6 World Bank and IMF Impacts on
Indgenous Economies – Eight Impacts of IMF/World
Bank Structural Adjustment Programs; Chp 8 High Tech
Invasion; Biocolonialism – Code of Ethics of the
International Society of Ethnobiology, Chp 9 TRIPS
Agreement: From the Common to Corporate Patents on
Life
Criteria 2 is met through students examining, discussing
and analyzing a history of developers’ established
patterns and actions, dating back to the 1800s and into
the 21st Century. By having students view film
documentaries of actual conflicts in Canada, East Timor,
South America and the US they get to see in practice the
concepts and forms of reasoning which define
Indigenous traditions that Indigenous people are fighting
to protect. The events are then analyzed and discussed to
assess the underlying ethical issues and the ways in
which Indigenous traditions, values and thought have
been impacted. Essentially, students bring this all
together by writing a final research paper on a particular
Indigenous group and issue.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of an Ethics and Human
Values course, students will be able to:
1. correctly apply the basic concepts and forms
of reasoning from the tradition or professional
practice they studied to ethical issues that arise
within those traditions or practices;
2. analyze and critically evaluate the basic
concepts and forms of reasoning from the
tradition or professional practice they studied.
1) By the end of the course students will have come to
understand the connections between how forms of
traditions give shape to underlying reasons why
Indigenous people resistance development. Students
will also critically evaluate ways Indigenous peoples
have organized socially, politically and culturally to
protect against threats upon their traditions and
values.
2) Students will examine and discuss concepts,
reasoning and ethical issues that arise when the
practices of developers and development come in
conflict with the traditions and life-ways of
Indigenous peoples studied.
By the end of the course students will have examined,
analyzed and gained an appreciation of Indigenous
social, ethical and value systems, the impact that
Anglo-European culture has had upon Indigenous
cultural systems and resources in the name of
development, and what that means with regard to the
rights and responsibilities that Indigenous and nonIndigenous peoples hold both independently and
collectively.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
The paucity of knowledge that students have about Indigenous issues borders on shameful.
When first taught in 1996 the course was numbered Anth 385, and then renumbered Anty 326
in 2010 by the FLOCK. From 1996 to present, first and second year students have done just as
well as third and fourth year and graduate students. Over the years a number of anthropology
grad students, due to their particular field of study have been advised to take this class, if
numbered lower this could no longer happen.
VIII. 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
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
Indigenous Peoples & Global Development
Anthropology 326E Spring 2012
Instructor: Neyooxet Greymorning
Office: Soc. Sci. Building, Rm. 221
Office Phone: 243-4409
Class Hours: Mon. & Wed. 10:10 - 11:30, NAC. Rm. 202
Office Hours: Tues. 9:00 - 11:30 am
Office Hours by appointment only: Wed. 12:00-1:00
I. Required readings for this course will be drawn from the following resources: Tribal Peoples & Development Issues; A Global
Overview by John Bodley, Mayfield publishing; East Timor: Genocide in Paradise by Mathew Jardine, Odonian Press; Breaking the
Iron Bonds, Indian Control of Energy Development by Marjane Ambler, University Press of Kansas; and Reserved Readings,
Progress Can Kill, How Imposed Development Destroys the Health of Tribal Peoples, a Survival International Publication, and
Paradigm Wars; Indigenous Peoples’ Resistance to Globalization, Jerry Mander and Victoria Tauli-Corpuz, Seirra Club Books.
II. Objectives: This course is designed to acquaint students with issues as they relate to the impact that industrialization and
global development has had upon Indigenous peoples. Because this is an anthropology class, students will also be introduced to the
topic through reading some of anthropology’s classical literature and research.
III. Tests will be based on assigned readings, lectures, and videos. It is the student’s responsibility to keep up with the assigned
readings, lectures and videos if they wish to maximize their potential for learning and test grades in this course. Students should
assume that where lecture material and information from the text cross, such information will most likely show up on exams.
Lectures will be presented on the premise that students have read the assigned material and are bringing to the class an inquisitiveness
and level of participation that will spark discussions.
lV. Learning Outcomes: Students will have examined, analyzed and gained an appreciation of Indigenous social, ethical and
value systems, and the impact that Anglo-European culture has had upon Indigenous cultural systems and resources in the name of
development.
V. Graded assignments:
A. Short Answer Exam
This exam will consist of 5 short answers (5 pts ea.) and 5 Identifications (2 pts ea.)
B. Mid Term
The mid-term will consist of 30 multiple choice questions (1 pt. ea) and
7 Identification problems (2 pts ea.).
worth 35 pts (17.5%)
worth 50 pts (25%)
C. Group Facilitated Discussion
Each group will provide a summary and assessment of a video, or an assigned section of the
course readings. The objective of the group is to research beyond the assigned material and present
students with questions designed to generate discussion on underlying ethical issues as well as answer
questions. It will be the responsibility of groups 1, 2, 3, 4, 5, must obtain and preview the videos
they will be leading discussions on a week in advance of their discussion so they will be better
prepared to discuss their topics . Each group will have a 40-60 minutes for discussions, or,
Term Summary paper Students not assigned a group will write a 3 page paper summarizing
class lectures, videos, readings and discussion.
worth 15 pts (7.5%)
D. Research Paper
The final research paper must discuss a development issue/s that pertain/s to a group/s of Indigenous
people and how these people have either been positively or negatively impacted. The paper must
fall between 2,100 - 2,200 words in length, anything less or more than this will result with the
paper receiving a lower grade. The paper must be properly referenced, with a properly written
bibliography of no less than 6 references, of which only 2 can be from the internet.
The final paper is due in class on April 25th.
worth 100 pts (50%)
Any final paper turned in after class will be late and will have 2 points deducted each day until turned in.
Vl. Grading Scale :
A = 181 - 200
D = 129 - 140
B = 161 - 180
F = 0 - 128
C = 141 -160
Academic Honesty: Under no circumstances should students represent another person's work or ideas as their own. To do this is to
plagiarize and it is an intolerable offense in the academic community. Students who plagiarize will fail the assignment, and as a
result may fail the course. Students should also be advised that they should not submit the same paper for more than one course.
Anthropology 326E: Indigenous Peoples & Global Development
Fall 2012 Course Outline
WEEK
1
READING ASSIGNMENTS
Tribal Peoples & Development Issues
Introduction & sect's 2 & 3 (20 pages)
Jan. 25
Course Overview and Introduction
VIDEO: Cree Hunters of the Mistassini
The Life of the Hunter
2
Jan. 30
Feb. 1
Invasion and Pacification
Assessing the Impact of Contact
Pages 31-32, & sect's 5 & 6 (16 pages)
Sect's 8 & 9 of Part Three (24 pages)
3
Feb. 6
Feb. 8
VIDEO: Act of War: The Over Throw of the Hawaiian Nation
C. Group 1 facilitated discussion of readings relative to video
Sect's 8 & 9 of Part Three (24 pages)
Feb. 13
Feb. 15
A. SHORT ANSWER EXAM over material from weeks 1-3
The Price of Colonialism on Indigenous Cultures
Pages 114-131 & 137-149 (31 pages)
5
Feb. 20
Feb. 22
President’s Day No Class
6
Feb. 27 & 29 Video: Blockade The Impact of Resource Exploitation
Feb. 29
C. Group2, facilitated discussion of readings & video
Sections 19 & 20 (26 pages)
Sections 24 & 25 start @ p. 249 (21 pages)
7
Mar. 5
Mar. 7
B. MID TERM up to week 6
Native Sovereignty and Self-government
Sect's 26 & 27 (26 pages)
8
Mar. 12
Mar. 14
Video: The Timor Conspiracy: A Question of Human Rights
C. Group 3, facilitated discussion of readings & video
9
Mar. 19
Mar. 21
4
Jan. 23
DISCUSSION TOPICS
VIDEO: Power Over Life
Introduction & sect's 2 & 3 (20 pages)
Section 17 & 18 (29 pages)
Section 17 & 18 (29 pages)
GENOCIDE IN PARADISE
Read entire book
PARADIGM WARS
Chapters 1-3
Chapters 6-8
10
Mar. 26
Mar. 28
C. Group 4, facilitated discussion of readings & video
Chapters 6-8
Chapters 10, 14 & 17
11
Apr. 2 - 6
SPRING BREAK
12
Apr. 9 & 11
13
Apr. 16
Apr. 18
14
Apr. 23 & 25 Tribal Regulation & Control
Apr. 25
D. Final Research Paper Due
Chapter 7 (30 pages)
15
Apr. 30
May. 2
Tribes as Developers
Chapter 9 (26 pages)
16
May. 7 - 11
FINALS WEEK: There is no final in this class
Chp 21- 167-177; &
Chp 23- 243-250; 254-255
VIDEO: Indian Country: Resource Management
C. Group 5, facilitated discussion of readings & video
BREAKING THE IRON BONDS
Chapter 5 (27 pages)