I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or renew
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 (X91previously X95), granted only for the semester taught. A NEW request must be submitted for the
course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
X
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of majors
designation)
that qualify for exceptions to the modern and classical language requirement
Dept/Program Native American Studies
Course #
NAS 388X
Anthropology
Course Title
Native American Health and Healing
Prerequisite
None
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
2/11/14
Instructor
Neyooxet Greymorning
Phone / Email 4409
Program Chair Dave Beck
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 the 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
This is a fundamental class that examines how Native peoples of South American the US and Canada
have historically kept themselves healthy through their ethnobotanical knowledge and utilization of
medicinal plants. The class also explores how this knowledge connects spiritually with their belief
systems.
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
Indigenous & Global Perspectives
Criteria
1. Indigenous and/or global courses will familiarize
students with the values, histories, and institutions
of two or more societies through the uses of
comparative approaches.
2. Indigenous perspective courses address the
longstanding tenure of a particular people in a
particular geographical region, their histories,
cultures, and ways of living as well as their
interaction with other groups, indigenous and nonindigenous.
Group X, Criteria one is met by familiarizing students
with the health traditions, philosophy, and worldview
of Indigenous peoples of the Americas. This is
accomplished comparatively through reading, lectures,
and discussions about Native Peoples form Canada,
America, and South America.
Criteria 2 is met through students examining,
discussions and analyses of the histories, knowledge
base and interrelationships that Native peoples have
had with medicinal plants within their Native lands.
The class covers three geographic areas, South
America, where students will be exposed to the
ethnobotanical knowledge the people have had to
maintain their health, the US that integrates
ethnobotony and spiritual knowledge that connects to
their health and well-being, Canada where that
knowledge has been integrated into western medicine.
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 a course in this perspective, 1) By the end of the course students will have examined and
gained an appreciation of ethnobotanical knowledge base
students will:
that Native peoples have had and the impact that has had
1. place human behavior and cultural ideas
and currently has upon Western medicine.
into a wider (global/indigenous)
2) Students will examine and discuss concepts,
framework, and enhance their
reasoning and ethical issues that arise when Native
understanding of the complex
health practitioners knowledge of medicinal plants has
interdependence of nations and societies been sought after by the pharmaceutical industry. By
and their physical environments;
the end of the course students will have examined,
analyzed and gained an appreciation of the impact that
2. demonstrate an awareness of the diverse
Indigenous people’s have had in the medical field of
ways humans structure their social,
Western society, and what that means with regard to
political, and cultural lives; and
the rights and responsibilities that Indigenous and non3. analyze and compare the rights and
responsibilities of citizenship in the 21st century Indigenous. Students will demonstrate what has been
learned by writing a final research paper in which they
including those of their own societies and
compare how two different culture groups might treat a
cultures.
certain illness or health issue; or the medicinal value of
specific plants and their usages, etc, relating how this is
relevant to course topic of “Native American Health and
Healing.
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 prerequisite, carries fewer than three credits, or is upper division (numbered above the 200 level),
provide rationale for exception(s).
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.
NATIVE AMERICAN HEALTH AND HEALING
Anthropology 388X /Cross Listed with Native American Studies
Spring 2013 Outline
Instructor: Neyooxet Greymorning
Office Hours: Soc Sci. Bldg, Room 221 Mon. 11:30 – 12:30 and
Office Phone: 243-8361
Class Hours: 2:10 - 5:00 Mon; NAS 103
Tues. NAS Bldg Room 203F 9:00-11:30
I. Required readings for this course will be drawn from the following resources: Tales of a Shaman's Apprentice, Sanapia & Cry
of the Eagle,
II. This course is designed to acquaint students with how Native health practitioners traditionally respond to health imbalances
and the role that plants have played in Native approaches to health and healing. Students will gain this perspective through
lectures, assigned readings and discussions.
III. Objective: By the end of the course students should expect 1) to be familiar with aspects of ethnobotany, 2) to be familiar
with the names of certain plants that possess medicinal value and 3) gain an understanding of how Native health practitioners
traditionally respond to health imbalances.
IV. Graded assignments:
A. The Short Answer Exam is worth 50 pts and will consist of 4 short answers (10 pts ea.) and 5 identifications (2 pts ea.).
B. The Mid Term is worth 50 pts and will consist of 20 multiple choice (1 pt ea.), 5 identifications (2 pts ea.), and 2 short
answers (10 pts ea.)
C. Each Group Presentation is worth a maximum of 50 pts. Assigned groups will be expected to present on a topic or issue
involving an area of Native health and healing. Group presentations can cover areas such as the effectiveness of Native health
practices, particular medicinal value of specific plants and their usages, a demonstration of how a plant might be used to treat a
certain ailment, or how to prepare certain concoctions, potions elixirs salves etc. Every member of the group must participate
in the presentation or the presentation will loose points. The presentation can cover a maximum of 35 minutes including time
for questions.
D. The Final Research Paper is worth 50 pts and should be a minimum of 2,000 words to a maximum of 2,200 words,
approximately 10-12 pages in length. The paper should be properly referenced, with a properly written and formatted
bibliography of no less than 6 references from 6 different resources, books, journals etc. of which only 2 can be internet
references. Papers not adhering to the word length, bibliography and reference criteria will result in a lowered grade. Students
must get their paper's topic approved by me first. Paper topics can be similar to group presentation topics mentioned in section
C, or cover such aspects as; comparing how two different culture groups might treat a certain illness or health issue; Native
health and healing from a psychological perspective, or the medicinal value of specific plants and their usages, etc, and must
be relevant to course topic of “Native American Health and Healing.
E. The final research paper is to be turned in during class on the date that it is due (April 26). If the research paper is turned
in late, 2 points will be deducted for each day late. Any paper more than 7 days late, after the due date, will receive a
grade of 0.
V. 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.
NATIVE AMERICAN HEALTH AND HEALING
Anthropology 388X /Cross Listed with Native American Studies
Spring 2013 Outline
WEEK
DISCUSSION TOPICS
READING ASSIGNMENTS
TALES OF A SHAMAN'S APPRENTICE
1.Jan. 28
2.Feb. 4
Course Overview and Introduction
The Lure of Healing Knowledge
pages 1 - 18 and 53 - 80
Video: The Hawaiian Art of Healing
Under the Rainbow
Chapter 4; pages 81-125
3.Feb. 11
Curare
Video: Medicine Man
Questions from this video may appear on the Mid Term
4 Feb. 18
President’s Day No Class
5. Feb. 25
The Ethnocentrism of Colonialism
Chapter 6; pages 159-199
A. Short Answer Exam covering chapters 1, 3, 4 & video
6. Mar. 4
The Craft of the Witch Doctor
Video: The Yanomamo
7. Mar. 11
Comanche Historical and Cultural Background
C. Group 1 presentation: 3:30
8. Mar. 18
Ghost Sickness, Witchcraft and Illness
B. MID TERM
9. Mar 25
C. Group 2 presentation: 2:30 – 3:15
C. Group 3 presentation: 3:30
10. April 1-5
Spring Break
11. April 8
The Spiritual World
C. Group 4 presentation: 3:30
12. April 15
Good and Bad Medicine
C. Group 5 presentation: 3:30
13. April 22
Native Medicine for Non-Natives
C. Group 6 presentation: 3:30
D. Final Research Paper Due April 26th
14. April 29
C. Group 7 presentation: 2:30 – 3:15
C. Group 8 presentation: 3:30
15. May 6
Case Histories
Video: Gene Hunter
16. May 13-17
Finals Week
Chapter 5; pages 126-158
Chapter 7; pages 200-238
Chapter 8; pages 239-271
SANAPIA
Chapter 1 - 2
Chapter 3 - 5
CRY OF THE EAGLE
Read to page 39
pages 40 -77
pages 78 -111
pages 112 – 138