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
(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
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
X: Indigenous & Global
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
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Native American Studies
Course #
NASX464
Course Title
Prerequisite
History of American Indian Affairs to 1776
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
2/12/14
Instructor
Wade Davies
Phone / Email X5835/wade.davies@mso.umt.edu
Program Chair Dave Beck
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Rolling Review
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 class studies American Indian relations with European colonial empires from first contact
to the American Revolution. It focuses on Indian policies enacted by non-Indian empires;
strategies different Native communities and individuals employed to best deal with non-Indian
geographical, cultural, political, military and religious encroachment; and the short and longterm consequences of these relationships, policies and Native responses.
It is foundational in that this course requires no prerequisites and can be taken without taking
the other two history courses in the sequence.
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
1) Indigenous and/or global courses will
1) 464 and 465 are broad and comparative in
familiarize students with the values, histories,
scope. Each studies similar ways Native
and institutions of two or more societies
communities responded to European
through the uses of comparative approaches.
colonizing powers and U.S. Indian policies)
while also demonstrating ways each
community response was unique and
and
changed over time. The course also
considers ways indigenous world views
2) Indigenous perspective courses address the
influenced Native responses. The study of
longstanding tenure of a particular people in a
European and United States Indian policies
particular geographical region, their histories,
is also approached with an emphasis on both
cultures, and ways of living as well as their
commonalities and diversity among these
interaction with other groups, indigenous and
non-Indian actors. These courses stress the
non-indigenous.
devastating cultural and political
consequences of colonization, but also
emphasize successful Native efforts to
preserve their cultural ways, identities, and
degrees of sovereignty
2) In addition to what is stated directly
above, 464 and 465 consider the spiritual and
cultural importance of places (homelands
and sacred sites) to the indigenous peoples of
North America.
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
This course addresses the criteria listed on
the left with the following specific learning
goals:
Students should leave this course with the
ability to:
1. place human behavior and cultural ideas
into a wider (global/indigenous) framework,
and enhance their understanding of the
complex interdependence of nations and
societies and their physical environments;
1) describe changing political and legal
relationships Native American communities
had with each other, with Europeans and
with other key non-Indian groups during
this time period; as well as discuss key
Indian policies enacted by non-Indian
governments
2. demonstrate an awareness of the diverse
ways humans structure their social, political,
and cultural lives; and
2) discuss the different ways the Native
communities we consider structured their
social, political, spiritual and cultural lives,
and how they adapted these ways (or
attempted to do so) to the changing
circumstances brought about by the
destructive forces of colonization
3. analyze and compare the rights and
responsibilities of citizenship in the 21st
century including those of their own societies
and cultures.
3) make connections between these past
events and Native peoples’ current status as
both citizens of North American nations
and, in some cases, semi-sovereign tribal
nations.
In addition students should be able to:
4) pinpoint where and when the
communities and nations covered in this
course existed.
5) the basic knowledge and analytical skills
necessary to explain how and why different
Native communities responded to nonIndians as they did.
6) the ability to explain what alternative, but
historically reasonable, responses Native
communities could have made, and explain
the likely outcomes of such actions.
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).
This course (as well as 465 and 466) 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. Most students will only
take one of these two courses to meet their Gen Ed requirements and there are no prerequisites
for them. They do not, therefore, have to take 464 before taking 465 or 466.
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
NAS 464/HIST 464 History of Indian Affairs to 1776
Dr. Davies
TR 11:10-12:30 NAC 105
Office: NAC 203A
Email: wade.davies@mso.umt.edu
Office phone: 243-5835
Office hours: Tuesday and Thursday 12:30-2:30
Course Description: This class studies American Indian relations with European colonial
empires from first contact to the American Revolution. It focuses on Indian policies enacted by
non-Indian empires; strategies different Native communities and individuals employed to best
deal with non-Indian geographical, cultural, political, military and religious encroachment; and
the short and long-term consequences of these relationships, policies and Native responses.
Course Objectives: Students should leave the course with the ability to:
1) describe changing political and legal relationships Native American communities had with
each other, with Europeans and with other key non-Indian groups during this time period; as
well as discuss key Indian policies enacted by non-Indian governments
2) discuss the different ways the Native communities we consider structured their social,
political, spiritual and cultural lives, and how they adapted these ways (or attempted to do so)
to the changing circumstances brought about by the destructive forces of colonization
3) make connections between these past events and Native peoples’ current status as both
citizens of North American nations and, in some cases, semi-sovereign tribal nations.
4) pinpoint where and when the communities and nations covered in this course existed.
5) the basic knowledge and analytical skills necessary to explain how and why different Native
communities responded to non-Indians as they did.
6) the ability to explain what alternative, but historically reasonable, responses Native
communities could have made, and explain the likely outcomes of such actions.
Required Readings:
Stuart B. Schwartz, ed. Victors and Vanquished: Spanish and Nahua Views of the Conquest of
Mexico.
Andrew Knaut. The Pueblo Revolt of 1680.
Ian K. Steele. Betrayals: Fort William Henry and the “Massacre.”
From ERES and/or traditional reserve, the following are also required: Alfred W. Crosby, Jr.
“Virgin-Soil Epidemics as a Factor in the Aboriginal Depopulation of America”; Albert
Hurtado and Peter Iverson. “Indians and Europeans Meet;”excerpts from Colin G. Calloway.
First Peoples; chapters from Richard White. The Middle Ground; and excerpt from Daniel K.
Richter. Facing East from Indian Country.
Course Requirements:
Three Exams: 20 points each=60 points total
Two Papers: 10 points each=20 points total
Attendance, Participation, and Reading Quizzes: 20 points total
Total class points possible=100
Course Grade: Please note that NAS courses cannot be taken pass/no pass. The final course
grade will be determined by the total points earned out of a possible 100.
92-100=A
90-91=A88-89=B+
82-87=B
80-81=B78-79=C+
72-77=C
70-71=C68-69=D+
62-67=D
60-61=D59 or lower=F
Examinations: Each exam (20 points each) covers lecture and reading material presented in that
portion of the course. They are composed of short answer and essay questions. Please bring a
blue book from the bookstore for each test.
Papers: There are two 6-page papers (10 points each) required on the texts Victors and
Vanquished and Betrayals. I will hand out specific questions that will be the basis for each
paper.
Attendance, Participation, and Quizzes: (20 points total) Attendance is required. Consistent
attendance, participation in class discussions, participation in smaller group discussions, and
signs of extra effort make up the participation component of these 20 points. Reading Quizzes
make up the other portion of this grade. There may be as many as five of these quizzes
throughout the semester, although there may be fewer. Each quiz will be short, take only a
portion of a class to complete, and will be worth 2-3 points. I’ll give you a heads up one class
before each quiz, so they won’t be a complete surprise.
Make-ups and Late Papers: A missed exam cannot be made-up unless you have made
arrangements with me ahead of time or call me the day of the exam in an emergency/or if you
are ill. I may allow make-ups after-the-fact providing that you contact me as soon as possible
after missing an exam with an excuse that I approve. The papers are due in class on the
specified dates. A three point deduction will be assessed for late papers.
Calendar: Have the assigned readings completed for the dates indicated. Readings marked as
“ERES” are available on traditional and electronic reserve through Mansfield library--the
ERES password for the class is “nasx464”.
Week 1:
1/28 Introduction
1/30 begin reading Schwartz, Victors and Vanquished
Week 2:
2/4 read the article by Crosby from ERES; read excerpt from Hurtado and Iverson from ERES
2/6 continue Schwartz
Week 3:
2/11 finish Schwartz
2/13 Victors and Vanquished Paper Due
Week 4:
2/18-20 read Knaut intro and part I, The Pueblo Revolt of 1680
Week 5:
2/25-2/27 read Knaut parts II and III
Week 6:
3/4 read Knaut epilogue
3/6 First Exam
Week 7:
3/11 read White intro and chapter 2 from ERES
3/13 begin White chapter 3 from ERES
Week 8:
3/18 finish White chapter 3 from ERES
3/20 no reading assignment
Week 9:
3/25 read the Richter article from ERES
3/27 no reading assignment
Week 10:
Spring Break
Week 11:
4/8-4/10 no reading assignments this week
Week 12:
4/15 Second Exam
4/17 begin reading Steele, Betrayals
Week 13:
4/22-24 continue Steele
Week 14
4/29 finish Steele
5/1 Betrayals Paper Due
Week 15:
5/6 read Calloway pp. 161-164 and 181-190 from ERES
5/8 no reading assignment
Final 8-10:00 Monday, May 12th in our regular room
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.