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 354 Cross
listed with history
and anthropology
Course Title
Montana Indians in the Reservation Era
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
Course description: Examination of the history of Montana Indians since the establishment of
the reservations, contemporary conditions, and issues among both reservation and nonreservation Indian communities in the state. Special attention is given to social and economic
conditions, treaty rights, tribal sovereignty, and legal issues.
Course Objectives: The course will provide the student with an understanding of the historical
and contemporary basis of Indian communities in Montana through lecture, reading material,
class presentations and discussions. Both continuity and change, and the forces guiding each,
will be the focus of study.
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
The focus of this course is the twelve tribal
with the values, histories, and institutions of two or more
nations of Montana, now located on seven
societies through the uses of comparative approaches.
reservations, but also including the Little
Shell Chippewa and urban Indians. Students
and
learn through lecture about the history of the
Indigenous perspective courses address the longstanding indigenous peoples of Montana and through
tenure of a particular people in a particular geographical
group presentations, current issues involving
region, their histories, cultures, and ways of living as well
as their interaction with other groups, indigenous and non- tribal and individual Indian relations with
indigenous.
other tribal entities, local governmental and
citizen groups, the state of Montana and the
United States Federal government. By
course’s end they have an understanding of
the diversity of cultures, histories, and
lifeways of the indigenous peoples of
Montana and their relationships to nonIndian populations and entities.
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 is accomplished through lecture, group
(global/indigenous) framework, and enhance their
and individual presentations, written papers,
understanding of the complex interdependence of nations
class discussion and examination.
and societies and their physical environments;
2. demonstrate an awareness of the diverse ways humans This is demonstrated through oral
structure their social, political, and cultural lives; and
presentations, written papers, class
discussion and examinations.
3. analyze and compare the rights and responsibilities of
This is accomplished through oral (group
citizenship in the 21st century including those of their own
and individual) presentations, written
societies and cultures.
papers, class discussion and examinations.
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 an introductory course topically, with expectations of upper division understandings and
assignments. No previous knowledge of Montana Indian communities is necessary for student
success 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
University of Montana
T Th 12:40-2:00
3 Semester Credits
NAC 103
David Beck
Office: PFNAC 112A
243-6097
Hours: TTh 11-12
& by appointment
david.beck@umontana.edu
Indians of Montana Since the Reservation Era
NASX 354X, with History and Anthropology cross lists Section 01A Syllabus
Course description: Examination of the history of Montana Indians since the establishment of
the reservations, contemporary conditions, and issues among both reservation and nonreservation Indian communities in the state. Special attention is given to social and economic
conditions, treaty rights, tribal sovereignty, and legal issues.
Course Objectives: The course will provide the student with an understanding of the historical
and contemporary basis of Indian communities in Montana through lecture, reading material,
class presentations and discussions. Both continuity and change, and the forces guiding each,
will be the focus of study.
Learning Outcomes:
By course’s end, students should:
1) Understand historical and current issues and conditions of Montana Indian communities
2) Understand the geography of Indian country in Montana
3) Understand the impact of state, federal and local communities on Montana’s Indian
communities
4) Exhibit good oral and written communication skills
5) Exhibit strong analytical thinking skills
Required Readings:
Dempsey, Hugh A. The Amazing Death of Calf Shirt and Other Blackfoot Stories: Three
Hundred Years of Blackfoot History (Norman: University of Oklahoma Press, 1994)
Snell, Alma Hogan. Grandmother’s Grandchild: My Crow Indian Life (Lincoln: University of
Nebraska Press Bison Books, 2000)
Whealdon, Bon I. I Will Be Meat for my Salish: The Federal Writers Project and the Buffalo of
the Flathead Indian Reservation (Helena: Montana Historical Association). 2002)
Shields, Kenneth Jr. Fort Peck Indian Reservation (Arcadia Publishing: 1998)
Welch, James. Indian Lawyer. (W.W. Norton: 2007)
Weekly Schedule:
Week 1, August 28, 30: Introduction
Week 2, September 4, 6: Social and Economic Conditions of Indians in Montana
Thursday: Geography Quiz
Week 3, September 11, 13: Overview continued
Thursday: Dempsey analysis due
Week 4, September 18, 20: Flathead Reservation
Week 5, September 25, 27: Blackfeet Reservation
Week 6, October 2, 4: Fort Belknap Reservation
Week 7, October 9, 11: Crow Reservation
Thursday: Snell analysis due
Week 8, October 16, 18: Northern Cheyenne Reservation
Thursday: Midterm Examination
Week 9, October 23, 25: Rocky Boys Reservation
Week 10, October 30, November 1: Little Shell Chippewa Tribe
Thursday: Welch analysis due
Week 11, November 6, 8: Montana Tribal Water Compacts
Tuesday: Election Day: No Class
Week 12, November 13, 15: Fort Peck Reservation
Thursday: Shields analysis due
Week 13, November 20, 22: Urban Indian communities, Treaty Rights Issues
Thursday: No School, Thanksgiving recess
Week 14, November 27, 29: Natural Resources and Economic Development Issues, Education
Issues
Tuesday: Whealdon analysis due
Week 15, December 4, 6: Sovereignty Tribal Governance Issues
Tuesday: Term Paper Due
Week 16, Week of December 10: Final Examination Monday December 10, 3:20-5:20
Graded Assignments:
Geography Quiz: Identify reservations, tribes and tribal communities.
Book analyses: 1-2 page (500 words maximum) Analysis of the reading assignment for
Dempsey, Snell, Shields, Welch and Whealdon books, based on questions assigned. 5 points
each. Must be typed or computer generated, double spaced. Lowest score above “F” discarded,
but you must complete all five. 2 points deducted for late paper.
Group Presentation: Each group will research the reservation or tribe assigned and make an
oral overview presentation to the class, analyzing three to five important issues in the tribe’s
history since the mid nineteenth century. The group determines how the assignment is divided.
Each individual must hand in an outline of her/his presentation and an annotated bibliography
of sources used. You must use at least 4 sources. All internet sources require permission of the
instructor. Each group gets one class period.
Term Paper: Select a topic of interest relating to the tribe or reservation you studied for your
group presentation. Get written approval of the topic via e-mail from the instructor. Develop a
thesis and a series of questions you will address, and write a 7-10 page paper addressing them.
Be sure to include a bibliography and citations. 5 sources minimum, all internet sources must
be approved by instructor.
Examinations consist of both essay questions and short answer questions. Study questions and
lists of terms will be distributed before examinations
Points
Geography Quiz
Reading Summaries
Midterm
Paper Assignment
Group Presentation
Exam
15
Class Attendance
Grading
10
20
15
15
15
87-89: B+
77-79: C+
67-69: D+
 60:
F
93-100: A
83-86: B
73-76: C
63-66: D
90-92:
80-82:
70-72:
60-62:
ABCD-
Final
10
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.