College of the Redwoods
CURRICULUM PROPOSAL
1.
Division: Arts, Languages, and Social Sciences
2.
Course ID and Number: NAS-13
3.
Course Title: Native Cultures of Northwestern California
4.
Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web
address and paste into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf]
Course may fit more than one discipline; identify all that apply): Humanities, Social Science
5.
Check one of the following:
New Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Change to existing course (course discipline and number are not changing)
Should another course be inactivated?
Title of course to be inactivated:
6.
No
Yes
Inactivation date:
Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No
Yes
If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course
Restricted elective
7.
Provide explanation and justification for addition/change/deletion:
The previous course outline is seventeen years old. Curriculum, texts, and
assessments need to be updated; Student Learning Outcomes must be articulated.
8. List any special materials, equipment, tools, etc. that students must purchase:
9. Will this course have an instructional materials fee? No
Fee: $
Submitted by:
Tobias Green
Tel. Ext. 2682
Division Chair: Justine Shaw
Yes
Date: September 8, 2007
Review Date: 10/19/07
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Board of Trustees Approval Date: 12/11/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 10/26/07
Page 1 of 9
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Grading Standard
OLD
NEW
Traditional values compared to
contemporary values of the
Yurok, Karuk, Hupa, Weott and
Tolowa cultures will be studied
by examining economics,
geography, folklore, medicine,
sexual behavior, arts and belief
systems. Comparisons among
the above groups will be
studied in addition to other
Native American cultures,
especially those of the extreme
Pacific Northwest.
An exploration of the history,
cultural developments,
economies, art, and beliefs of the
indigenous peoples from
approximately Point Reyes to the
Oregon border. The course
surveys the region, focusing on
several of the eight nations of
Coastal northern California, and
examines the two-way relations
between them and the indigenous
coastal peoples of Oregon and
Washington. It covers the period
from the earliest times to the
present day.
Select
Select
None
English 1A eligible
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
If any of the listed features have been modified in the new proposal, indicate the “old” (current) information and
proposed changes.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 2 of 9
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: 09-08-2007
COURSE ID AND NUMBER: NAS-13
COURSE TITLE: Native Cultures of Northwestern California
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2008
TOTAL UNITS: 3.0
TOTAL HOURS: 54
[Lecture Units: 3.0
[Lecture Hours: 54
Lab Units:
Lab Hours:
]
]
MAXIMUM CLASS SIZE: 40
GRADING STANDARD
Letter Grade Only
CR/NC Only
Is this course repeatable for additional credit units: No
Grade-CR/NC Option
Yes
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
An exploration of the history, cultural developments, economies, art, and beliefs of the
indigenous peoples from approximately Point Reyes to the Oregon border. The course
surveys the region, focusing on several of the eight nations of Coastal northern California,
and examines the two-way relations between them and the indigenous coastal peoples of
Oregon and Washington. It covers the period from the earliest times to the present day.
Special notes or advisories:
PREREQUISITES
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITES
No
Yes
Rationale for Corequisite:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Course(s):
Page 3 of 9
May 29, 2016
RECOMMENDED PREPARATION
No
Yes
Course(s): English 1A eligible
Rationale for Recommended Preparation:
Success in this course requires college-level reading and writing skills to complete
readings, papers, and essay exams.
COURSE LEARNING OUTCOMES
What should the student be able to do as a result of taking this course? State some of the objectives in terms of
specific, measurable student accomplishments.
1. Evaluate regional interactions among Native Americans, immigrant groups from other
continents, and the governments of European colonies and of the United States.
2. Compare and contrast:
a. the experiences of various Native American groups based on such factors as
regional location and ideology
b. the periodization and effects of historical developments for Native Americans and
other ethnic/cultural groups in the region.
3. Analyze:
a. primary and secondary sources relating to Native American history
b. historical issues and the historiographic interpretations of those issues.
4. Synthesize events, recognize cause-effect relationships, and summarize findings.
5. Apply knowledge of historical information to create their own arguments.
6. Display these skills in class discussions, written work, and written examinations.
7. Write essay exams and term papers which:
a. analyze the major social, political, economic, and cultural developments in regional
Native American societies
b. sustain an argument through the use of evidence and logic
c. discuss the idea that history is based on argument and interpretations of information
d. discuss how historians have analyzed and interpreted changing social power
relations including but not limited to race, ethnicity, class, gender, technology, production,
and religion.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
1. Race, class, gender, ethnicity, and religion as systems of power relations.
2. The marginalization of indigenous groups in a developing of a nation-state.
3. The cultural persistance and contributions of indigenous societies in that context.
4. The variety of contemporary and historical regional Native American cultures.
5 The importance of both formal and informal social and governmental institutions in
creating and modifying relationships among regional Native American groups, and among
them and other groups in the United States.
Concepts: What concepts do students need to understand to demonstrate course outcomes?
1. The nature of historical interpretation.
2. The nature of social and cultural change over time.
3. Historical analysis centered on a specific, complex cultural group.
4. Ethnohistory and ethnogenesis.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 4 of 9
May 29, 2016
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?
1. Multiculturalism in a diverse but unitary state.
2. Cultural relativism as a key to understanding multicultural societies.
3. The evolution of unequal power relationships between Native Americans and intrusive,
dominating societies.
Skills: What skills must students master to demonstrate course outcomes?
1. Critical reading and thinking.
2. Argumentative and analytical writing.
3. Identifying the characteristics of specific local Native American cultural groups, and the
similarities and differences among them.
REPRESENTATIVE LEARNING ACTIVITIES
What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip)? Relate the activities directly to the Course Learning Outcomes.
1.
2.
3.
4.
5.
Listening to lectures.
Analyzing images and other primary documents.
Participating in discussions.
Responding, verbally and in writing, to sets of historical facts.
Composing in-class and out-of-class essays and papers.
ASSESSMENT TASKS
How will students show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any)
are required for all sections.
Representative assessment tasks:
1.
2.
3.
4.
Reading journals.
Periodic response papers on major issues.
Analytical essays.
Examination questions.
Required assessments for all sections – to include but not limited to:
1. At least one sustained writing exercise, such as an essay.
2. At least one examination including an essay and/or short answer questions.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author Maureen
Author Thomas
Bell
Karuk: The Upriver People
Title
Buckley
Title
Date
1991
Standing Ground: Yurok Indian Spirituality, 1850-1990
Date
2002
Author Richard
Keeling Title Cry For Luck: Sacred Song and Speech Among the Yurok, Hupa,
and Karok Indians of Northwestern California Date 1993
Author
Title
Date
Other Appropriate Readings:
Because there are no general textbooks available for this course, readings should be from
a compiled course reader or selection from scholarly articles or narrowly-focused books.
Suggestions include the following:
M. Kat Anderson, Tending the Wild: Native American Knowledge and the Management of
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
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May 29, 2016
California's Natural Resources (University of California Press 2006)
James Collins, Understanding Tolowa Histories: Western Hegemonies and Native
American Responses (Routledge, 1997)
Jack D. Forbes, Native Americans of California and Nevada (Naturegraph, 1982)
Robert F. Heizer, ed., The Destruction of California Indians (Bison Books, 1993)
Karok Indians of Northwestern California (Berkeley: University of California, 1993)
Julian Lang, ed., Ararapikva: Traditional Karuk Indian Literature from Northwestern
California (Heyday Books, 1993)
Kent G. Lightfoot, Indians, Missionaries, and Merchants: The Legacy of Colonial
Encounters on the California Frontiers (University of California Press, 2006)
Greg Sarris, Keeping Slug Woman Alive: A Holistic Approach to American Indian Texts
(University of California Press, 1993)
Lucy Thompson, To the American Indian: Reminiscences of a Yurok Woman (Heyday,
1991)
As well as relevant journals/periodicals such as:
American Indian Quarterly
News from Native California
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 6 of 9
May 29, 2016
PROPOSED TRANSFERABILITY:
CSU
UC
If CSU transferability is proposed (courses numbered
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed.
If specific course equivalent credit is proposed, give
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent
institution.
None
General elective credit
Specific course equivalent
1.
,
(Campus)
2.
,
(Campus)
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign
Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
E. Lifelong Understanding and SelfDevelopment
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral
Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 7 of 9
May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Same as above
Page 8 of 9
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER NAS-13
TECHNICAL INFORMATION
1. Department: SSCI Social Science
16. CoRequisite Course: None
2. Subject: NAS
17. Recommended Prep: Engl-150
Course No: 13
3. Credit Type: D Credit Degree Applicable
18. Maximum Class Size: 40
4. Min/Maximum Units: 3.0 to
19. Repeat/Retake: NR No repeats
variable units
5. Course Level: E Not Occupational
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title: Native Cultures/NW California
23. VATEA Funded Course:
yes
no
9. Long Title: Native Cultures of Northwestern
24. Accounting Method: W Weekly Census
10. National ID
11. Local ID
(CIP):
(TOPS):
05.0102
220120
12. Course Types:
 Level One Basic Skills: NBS Not Basic Skills
25. Disability Status: N Not a Special Class
26. Billing Method: T-Term
27. Billing Period: R-Reporting Term
28. Billing Credits: 3.0

Level Two Work Experience:


NWE Not Coop Work Experience
29. Purpose: A Liberal Arts Sciences
Level Three:
30. Articulation No.
Placeholder for GE OR
(CAN):
DOES NOT APPLY
31. Articulation Seq.
Level Four: If GE : Choose One:
32. Transfer Status: A Transfers to both UC/CSU
13. Instructional Method:
(CAN):
33. Equates to another course?
(course number).
LEC Lecture and/or Discussion
14. Lec TLUs: 4.5 Contact Hours: 54
Lab TLUs:
Contact Hours:
Lecture/Lab TLUs:
Contact Hours:
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite: None
Particular Comments for Printed Catalog.
.
Curriculum Approval Date: 10/26/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 9 of 9
May 29, 2016
(course