Cross Listing Course Form (4/9/14)
I: Criteria
To qualify for consideration for cross listing, all courses must:
- be requested by both departments or programs;
- count as credit toward an existing major, minor, or certificate program;
- not be experimental or have a reserved variable content course number (x90-X99)
- carry the same title (both parent and sibling courses) and, if possible, carry the same course
number;
- be implemented within comparable course levels, e.g., (U), (UG), or (G);
- be offered under an existing rubric.
Under no circumstances will a course have more than three crosslistings.
II: Summary of courses requested for crosslisting
Requesting Dept / Program (must be department
Native American Studies
of parent course)
Parent Course Prefix and Number
NASX 354
Sibling Course(s) Prefix (Pre CCN) and Number
Course Title
ANTH 324, HIST 354
Indians of Montana Since the Reservation Era
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Phone/ email :
Parent Program
Chair/Director:
Sibling Program
Chair(s)
/ Director(s)
Dean(s):
David Beck
6097/david.beck@umontana.edu
Wade Davies
5835/wade.davies@mso.umt.edu
Robert Greene
2986/Robert.greene@umontana.edu
Douglas McDonald
5814/douglas.macdonald@umontana.edu
Jenny McNulty
4458/jenny.mcnulty@umontana.edu
Date
Approve
*
 Yes  No
 Yes  No
 Yes  No
 Yes  No
 Yes  No
*Signatory Comments (required for disapproval):
IV. Rationale
Do these courses need to be cross listed to fill an external requirement?
If YES, define external requirement and attach documentation.
No
If NO, complete narrative: In 500 words or less explain why only cross-listing this course serves the
need for delivering academic content. You must identify how both the parent and sibling units
contribute to the cross-listed course’s content and how cross listing contributes to the respective
units’ missions of serving students. The narrative must also identify additional reasons for cross
listing such as a specialized need for advertising to prospective students, sharing resources across
departments (equipment, space, instructors, etc.), or mutual contribution to course content.
This is the second of a two part course initially developed by the Anthropology and Native American Studies
departments. The first covers the years prior to the establishment of reservations in Montana and this one
covers the time since reservations were established. Native American Studies is an interdisciplinary
department and its courses draw heavily on several disciplines. This course includes indigenous,
anthropological and historical perspectives and sources in almost equal amounts. With a three way cross list
this course draws nearly equal numbers of students from each discipline. Because of the course structure and
the cross-disciplinary nature of the student body in the course, students gain broad understandings of the
development of modern Indian country in Montana from indigenous, anthropological and historical
perspectives. Students in all three majors can use this course as part of their work toward a major. When the
cross listings are not available in one of the other fields, the attendance of students from that field drops off
dramatically. When that occurs, the content of the course does not change, but the context does. Rich class
discussion occurs when students from all three disciplines are in the class that otherwise does not occur. The
history cross-listing was added more recently and deeply enriched the course. Native American Studies is a
young discipline but is beginning to develop a theoretical base of its own. This includes critique of the ways
in which other disciplines, including anthropology and history, have studied Native communities. Since Vine
Deloria’s famous critique of the field, anthropology has undergone a significant shift in the ways in which
field work is conducted in Indian country; in part this shift is reflected in the cooperative relationship between
NAS and Anth at UM. Anthropologists play a key role in a variety of ongoing works and issues in Montana’s
tribal communities. It would be unfair to those students wishing to either understand or work within
Montana’s Indian communities not to understand this role and the knowledge bases gained from it. The field
of history, in the past two decades, has also broadened and deepened its perspectives in the subfield of
American Indian or Native American history. American Indian history has undergone a fundamental shift in
its interpretive foundations, primarily in late nineteenth and twentieth century history, which is the bulk of the
time period covered by this course. In short, all three disciplines are necessary to the foundation of this
course, and the inclusion of students from all three disciplines creates the most effective learning
environment for the students in the course.
V. Syllabus

Fall Semester
University of Montana
3 Semester Credits
T Th12:40-2:00
David Beck
Office: NAS 104; 243-6097
Hours: W 10-11, T-Th 11-12
& by appointment
dave.beck@mso.umt.edu
Indians of Montana Since the Reservation Era
NASX 354, ANTH 324, HIST 354 Section 1 Syllabus
Course description: Examination of the history of Montana Indians since the establishment of the
reservations, contemporary conditions, and issues among both reservation and non-reservation
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).
Dusenberry, Verne. The Montana Cree: A Study in Religious Persistence (Norman: University of
Oklahoma Press, 1998 [1962]).
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)
Welch, James. The Indian Lawyer (New York: Penguin Books, 1990)
Weekly Schedule:
Week 1, August 26, 28: Introduction
Week 2, September 2, 4: Social and Economic Conditions of Indians in Montana
September 4: Geography Quiz
Week 3, September 9, 11: Flathead Reservation
Week 4, September 16, 18: Blackfeet Reservation
September 18: Dempsey analysis due
Week 5, September 23, 25: Fort Peck Reservation
Week 6, September 30, October 2: Fort Belknap Reservation
Week 7, October 7, 9: Crow Reservation
October 9: Snell analysis due
Week 8, October 14, 16: Northern Cheyenne Reservation
October 16: Midterm Examination
Week 9, October 21, 23: Rocky Boys Reservation
October 23: Dusenberry analysis due
Week 10, October 28, 30 Little Shell Chippewa Tribe
Week 11, November 4, 6: Urban Indian Communities
November 4: Election Day, No Class
November 6: Welch analysis due
Week 12, November 11, 13: Treaty Rights Issues
Week 13, November 18, 20: Education Issues
Week 14, November 25, 27, Natural Resources and Economic Development Issues
November 25: Whealdon analysis due
November 27: No School: Thanksgiving recess
Week 15, December 2, 4: Sovereignty Tribal Governance Issues
December 2: Term Paper Due
Week 16, Week of December 8: Final Examination Monday December 8, 10:10-12:10
Graded Assignments:
Geography Quiz: Identify reservations, tribes and tribal communities, and establishment of
reservations.
Book analyses: 1-2 page (500 words maximum) Analysis of the reading assignment for Dempsey,
Snell, Dusenberry, Welch and Whealdon books, based on questions assigned. 5 points each. Must be
typed or computer generated, double spaced. Lowest score 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, discussing the tribe’s history, its world-view, its government, and
its traditional economy. 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, no more than one of which can be an Internet source. 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. Approve the topic with 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
15
Paper Assignment
Group Presentation
Exam
15
Class Attendance
Grading
10
20
87-89: B+
15
15
83-86: B
77-79: C+
67-69: D+
 60:
F
93-100: A
80-82: B73-76: C
63-66: D
90-92: A-
Midterm
70-72: C60-62: D-
Final
10
Please be familiar with the Student Conduct Code, part IV, and follow it.
VI. Justification for third crosslisting:
In 500 words or less describe the extenuating circumstances making a third course necessary.
SAME JUSTIFICATION AS ABOVE. The three disciplines are completely interlinked in
this course.
This is the second of a two part course initially developed by the Anthropology and Native American Studies
departments. The first covers the years prior to the establishment of reservations in Montana and this one
covers the time since reservations were established. Native American Studies is an interdisciplinary
department and its courses draw heavily on several disciplines. This course includes indigenous,
anthropological and historical perspectives and sources in almost equal amounts. With a three way cross list
this course draws nearly equal numbers of students from each discipline. Because of the course structure and
the cross-disciplinary nature of the student body in the course, students gain broad understandings of the
development of modern Indian country in Montana from indigenous, anthropological and historical
perspectives. Students in all three majors can use this course as part of their work toward a major. When the
cross listings are not available in one of the other fields, the attendance of students from that field drops off
dramatically. When that occurs, the content of the course does not change, but the context does. Rich class
discussion occurs when students from all three disciplines are in the class that otherwise does not occur. The
history cross-listing was added more recently and deeply enriched the course. Native American Studies is a
young discipline but is beginning to develop a theoretical base of its own. This includes critique of the ways
in which other disciplines, including anthropology and history, have studied Native communities. Since Vine
Deloria’s famous critique of the field, anthropology has undergone a significant shift in the ways in which
field work is conducted in Indian country; in part this shift is reflected in the cooperative relationship between
NAS and Anth at UM. Anthropologists play a key role in a variety of ongoing works and issues in Montana’s
tribal communities. It would be unfair to those students wishing to either understand or work within
Montana’s Indian communities not to understand this role and the knowledge bases gained from it. The field
of history, in the past two decades, has also broadened and deepened its perspectives in the subfield of
American Indian or Native American history. American Indian history has undergone a fundamental shift in
its interpretive foundations, primarily in late nineteenth and twentieth century history, which is the bulk of the
time period covered by this course. In short, all three disciplines are necessary to the foundation of this
course, and the inclusion of students from all three disciplines creates the most effective learning
environment for the students in the course.
VII Copies and Electronic Submission. After approval, submit signed original, and electronic file to
the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.