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 #
NASX465
Course Title
Prerequisite
History of Indian Affairs in the 19th Century
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
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 Europeans and the United States from the
time of the American Revolution to 1890. It focuses on U.S. federal Indian policies; 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. 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.
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 Americans had with
each other, with the United States federal
government, and with other key non-Indian
groups during this time period; as well as
discuss key Indian policies enacted by nonIndian 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) demonstrate the basic knowledge and
analytical skills necessary to explain how
and why different Native communities
responded to non-Indians as they did
6) 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 464 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
NASX465 History of Indian Affairs—19th Century (1776 to 1890)
Dr. Davies
Tues./Thurs. 11:10-12:30 NAC 201
Office: NAC 203A Office phone: 243-5835
Office hours: 9:30-11:00 Tues. and Thurs.
email: wade.davies@mso.umt.edu
Course Description: This class studies American Indian relations with Europeans and the
United States from the time of the American Revolution to 1890. It focuses on U.S. federal
Indian policies; 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 this course with the ability to:
1) describe changing political and legal relationships Native Americans had with each other,
with the United States federal government, 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
In addition students should be able to:
4) pinpoint where and when the communities and nations covered in this course existed
5) demonstrate the basic knowledge and analytical skills necessary to explain how and why
different Native communities responded to non-Indians as they did
6) explain what alternative, but historically reasonable, responses Native communities could
have made, and explain the likely outcomes of such actions
Required Readings:
R. David Edmunds. Tecumseh.
James P. Ronda. Lewis and Clark among the Indians.
Theda Perdue and Michael Green eds. The Cherokee Removal.
David Nichols. Lincoln and the Indians.
James Welch. Killing Custer.
Various readings available on electronic and traditional reserve
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 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: (60 points total) Each exam covers lecture and reading material presented in that
third of the course. They are composed of short answer and essay questions worth a total of
twenty points. Please bring a blue book from the bookstore for each test.
Papers: (20 points total) There are two 5-6-page papers (10 points each) required on two of the
texts: Tecumseh and The Cherokee Removal. I will hand out specific questions on each book
that will be the basis for each paper. None of the papers require any additional outside research.
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 will be 3-6 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. 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. Papers are
due on the specified date and must be turned in during class. 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 either as electronic reserve or in hard copy at the library.
Week 1:
1/29 Introduction
1/31 Tecumseh chap. 1-2
Week 2:
2/5 Tecumseh chaps. 3-6
2/7 finish Tecumseh
Week 3:
2/12 First Paper due on Tecumseh; Lewis and Clark chaps. 1-2
2/14 Lewis and Clark chaps. 3-4
Week 4:
2/19 Lewis and Clark chaps. 5-7
2/21 finish Lewis and Clark
Week 5:
2/26 The Cherokee Removal Preface, Introduction
2/28 First Exam
Week 6:
3/5 The Cherokee Removal chaps. 1-2
3/7 The Cherokee Removal chaps. 3-4
Week 7:
3/12 finish The Cherokee Removal
3/14 Second Paper Due—The Cherokee Removal; read Treaty of Hell Gate handout
Week 8:
3/19 Lincoln and the Indians chaps. 1-4
3/21 Between Two Fires from ERES chaps. 2-3 (“Union Scouts” and “The General”)
Week 9:
3/26 Between Two Fires from ERES chap. 5 (“Infantrymen”); Lincoln and the Indians chaps.
5-8
3/28 Lincoln and the Indians chaps. 9-10
SPRING BREAK: 4/2-4
Week 10:
4/9 Lincoln and the Indians chaps. 11-14
4/11 Second Exam
Week 11:
4/16 Killing Custer prologue and chaps. 1-3
4/18 Killing Custer chaps. 4-5
W7ek 12:
4/23 Killing Custer chaps. 6-8
4/25 Killing Custer chap. 9
Week 13:
4/30 Killing Custer chap. 10, epilogue, and afterword
5/2 “The Curious Story of Reformers and the American Indians” from ERES
Week 14:
5/7 “Kill the Indian and Save the Man” from ERES
5/9 no reading assignment
Final Exam 8:00-10:00, Tuesday, May 14th 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.