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: 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
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Native American Studies
Course #
NASX 304E cross
listed in Religious
Studies
Course Title
Native American Beliefs and Philosophy
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
2-12-14
Instructor
David Beck
Phone / Email 6097/david.beck@umontana.edu
Program Chair David Beck
2-12-14
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
This is an indigenous course
Description of change
None
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
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 and/or global courses will familiarize students
with the values, histories, and institutions of two or more
societies through the uses of comparative approaches.
and
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.
This course focuses in-depth on the belief
system and world view of two distinct tribal
groups, the Quiche Mayan and the Ojibway,
and then moves on to explore ethical issues
related to the colonization/decolonization
process. Comparative work is done in
lecture, class discussion, essays and
examinations. The course focuses on preColumbian belief systems, impact of
European invasion, various syncretic belief
systems and other responses to western
religion, and finishes with current issues
related to religious freedom, ethics, and the
place of indigenous beliefs in modern 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
1. place human behavior and cultural ideas into a wider
This course focuses on human behaviors in
(global/indigenous) framework, and enhance their
relation to the human, natural and
understanding of the complex interdependence of nations
supernatural environment deriving from
and societies and their physical environments;
belief systems from across North and
Central America, including Ojbiwe peoples
from Canada, Quiche Mayan peoples from
Guatemala, and various tribes from
throughout the United States. In relation to
the U.S. the place of tribal belief systems
within the context of federal and state
imposed authority – both in colonial and
national eras – is analyzed.
2. demonstrate an awareness of the diverse ways humans This demonstration is done through
structure their social, political, and cultural lives; and
examinations and paper assignments as well
as class discussion.
3. analyze and compare the rights and responsibilities of
This occurs through class discussion and
citizenship in the 21st century including those of their own
examinations. This is a key part of the
societies and cultures.
ethical component of the course.
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 is a topically introductory course at an upper division level. That is, upper division work
and understandings are expected but students with no background in Native belief systems can
thrive in the course.
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
Fall Semester, 2012
University of Montana
NAC 103
3 Semester Credit
TTh 9:40-11
David Beck
Office: PFNAC 112
Phone: 243-6097
Hours: TTh 11-12
& by appointment
david.beck@umontana.edu
Native American Beliefs and Philosophy
NASX 304E/RELS 301 Section 01A Syllabus
Course description: “A study of selected ethical systems; origins, world views; religious
ceremonies and the way they have been affected by western civilization.” Native philosophy
and world view differs markedly from Euro-American or western philosophy and world view,
providing a spiritual grounding for Native societies, in contrast to the secular basis of
contemporary American culture. This grounding forms the basis of many of the key differences
in core cultural values between Native society and non-Indian society. This course is intended
to provide the student with a foundation of knowledge to understand ways in which world view
and spirituality shape the contemporary Indian world, and ways in which that compares to the
contemporary American culture in general.
Course Objectives: The course will provide the student with an understanding of the historical
and contemporary basis of Native philosophy and world view, how that is expressed in various
societal contexts, including everyday life, social institutions and ritual, and how that has both
changed and remained consistent from pre-Columbian through modern times. Both continuity
and change, and the forces guiding each, will be the focus of study.
The course will also provide the student with an understanding of ethical traditions,
with the ability to distinguish one tradition from another, and will provide the student with the
ability to identify ethical issues in human experience.
Learning Outcomes:
1)
2)
3)
4)
5)
Ability to analytically discuss philosophy and world view from an intercultural context
Understanding of roles of spirituality and religion in Native American Life
Understanding of Western Impacts on Native American world view
Understanding of Modern Issues related to spirituality and world view
Understanding of various ethical issues.
Required Readings
Basso, Keith. Wisdom Sits in Places: Landscape and Language Among the Western Apache.
Albuquerque: University of New Mexico Press, 1996
Johnston, Basil H., The Manitous. St. Paul: Minnesota Historical Society Press, 2001
Mihesuah, Devon A. ed., Repatriation Reader: Who Owns American Indian Remains? Lincoln:
University of Nebraska Press, 2000
Silko, Leslie Marmon, Ceremony. New York: The Viking Press, 1977
Tedlock, Dennis, translator, Popol Vuh: The Mayan Book of the Dawn of Life Touchstone
Books, 1996
Weekly Schedule:
Week 1, August 28, 30: Introduction/Religion and Ethics
Week 2, September 4, 6 Religion and Ethics/Latin American World View systems
Week 3, September 11, 13: Latin American World View systems
Tedlock, Book Report 1 due Tuesday
Week 4, September 18, 24: North American World View systems
Week 5, September 25, 27: Invasion I
Johnston, Book Report 2 due Tuesday
Week 6, October 2, 4: Invasion II
Week 7, October 9, 11: Invasion III
Silko, Book Report 3 due Tuesday
Week 8, October 16, 18: Invasion IV
Week 9, October 23, 25: Native Religion and Christianity
Midterm Tuesday
Week 10, October 30, November 1: Native American Church
Basso, Book Report 4 due Thursday
Week 11, November 6, 8: TBA
November 6: Election Day, no class
Week 12, November 13, 15: Traditional Expression of Native Religion
Week 13, November 20, 22: Modern Issues I
Term Paper Due Tuesday
November 22: No School: Thanksgiving recess
Week 14, November 27, 29: Modern Issues II
Week 15, December 4, 6: Modern Issues III
Mihesuah, Book Report 5 due Tuesday
Week 16, Week of December 10: Final Examination Monday December 10, 10:10-12:10
Written Assignments:
Book Reports: 1-2 page (500 words maximum) analysis of the reading assignment for Tedlock,
Silko, Johnston, Basso and Mihesuah books. Use assigned questions. 5 points each. Must be
typed or computer generated, double spaced. INCLUDE WORD COUNT. 2 point deduction
for every late paper. Lowest grade above an “F” discarded, but you must complete all five. 20
points total.
Term Paper Assignment: Write a book review essay comparing Tedlock with Johnston or
Basso with Silko. What key themes in the two works are similar and what do they teach us
about Native American religion? 1250-1750 words, typed double spaced, 12 point font. 25
points.
Midterm and Final Exams consist of both essay questions and short answer questions. Study
questions and lists of terms will be distributed before examinations. 20 and 25 points each
Class Participation and Attendance: 10 points
Points
Book Reports
Midterm
Term Paper
Final Exam
Class Attendance
20
20
25
25
10
87-89: B+
77-79: C+
67-69: D+
Grading
93-100: A
83-86: B
73-76: C
63-66: D
 60:
F
90-92:
80-82:
70-72:
60-62:
ABCD-
NOTE: CR/NCR is not an option in Native American Studies Courses
Please be familiar with the Student Conduct Code, part IV, and follow it.
This course is accessible to and usable by otherwise qualified students with disabilities. To
request reasonable program modifications, please consult with the instructor. Disability
Services for Students will assist the instructor and student in the modification process. For more
information, visit the Disability Services website at www.umt.edu/disability
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.