College of the Redwoods
CURRICULUM PROPOSAL
1.
Division: Arts, Languages, and Social Sciences
2.
Course ID and Number: NAS-21
3.
Course Title: Native American History
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 seven 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: 9-17-2007
Review Date:
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 8
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
A survey of Native American
History from pre-Columbian
times through the present.
The histories of specific tribes
will be examined in order to
illustrate broad historical
dynamics and how those
dynamics inform contemporary
position and treatment of
Native Americans. This course
will examine the impacts of
politics, the law, and culture on
the American Indian in U.S.
history.
A survey from pre-Columbian
origins to the present. This
course examines the trajectories
of indigenous societies, their
interactions with European
invaders, and their vital role in the
development of a multiethnic
nation-state in North America. It
examines the historical context of
contemporary Native American
political, cultural, legal, and
economic conditions, and the role
of Native Americans in
contemporary society.
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 8
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: 09-14-2007
COURSE ID AND NUMBER: NAS-21
COURSE TITLE: Native American History
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2008
TOTAL UNITS: 3
TOTAL HOURS: 54
[Lecture Units: 3
[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.
Honors sections will have additional reading and writing assignments, typically at least
one more major monograph or collection of scholarly essays and at least one more term
paper. Honors essays should reflect the reading of secondary sources--historical,
cultural, and/or critical works--which may not be a requirement in regular sections.
Honors students may also take a more active role in conducting the class by leading
discussions and/or making presentations.
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.
A survey from pre-Columbian origins to the present. This course examines the
trajectories of indigenous societies, their interactions with European invaders, and their
vital role in the development of a multiethnic nation-state in North America. It examines
the historical context of contemporary Native American political, cultural, legal, and
economic conditions, and the role of Native Americans in contemporary society.
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 .
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 3 of 8
May 29, 2016
COREQUISITES
No
Yes
Rationale for Corequisite:
Course(s):
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 interactions among Native Americans, immigrant groups from other
continents, and the governments of European colonies and of the United States.
2. Compare and contrast the experiences of various Native American groups based on
such factors as regional location and ideology.
3. Compare and contrast the periodization and effects of historical developments for
Native Americans and other ethnic/cultural groups in the United States.
4. Analyze primary and secondary sources relating to Native American history.
5. Analyze historical issues and the historiographic interpretations of those issues.
6. Synthesize events, recognize cause-effect relationships, and summarize findings.
7. Apply knowledge of historical information to create their own arguments.
8. Explain the major social, political, economic, and cultural developments in Native
American societies in historical perspective.
9. Sustain written and oral arguments through the use of evidence and logic.
10. Explain that history is based on argument and interpretations of information.
11. Explain 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 developing nation-states.
3. The cultural persistance and contributions of indigenous societies in that context.
4. The variety of contemporary and historical Native American cultures.
5. The importance of both formal and informal social and governmental institutions in
creating and modifying relationships among 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. Indigenous peoples.
2. Colonialism and imperialism.
3. Social control.
4. Ethnohistory and ethnogenesis.
5. Cultural regeneration.
6. Historical interpretation.
7. Social and cultural change over time.
8. Historical analysis centered on a specific, complex cultural group.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 4 of 8
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 nation-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. Historical argumentation supported by facts.
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 R.
David Edmunds et al
Mifflin, 2007
Author Dee
West
Date
Title
The People: A History of Native America
Date
Houghton
Brown Title Bury My Heart at Wounded Knee: An Indian History of the American
Holt, 2007
Other Appropriate Readings:
In addition to a general textbook, readings should include a mongraph or selection of
essays which will expand on major themes or provide enirching detail. Suggestions
include Thomas D. Hall, Social Change in the Southwest, 1350-1880 (University of Kansas,
1989), Frederick E. Hoxie, ed., Talking Back to Civilization: Indian Voices from the
Progressive Era (Bedford, 2001), Calvin Martin, ed. , The American Indian and the Problem
of History (Oxford, 1987), Peter Nabokov, ed., Native American Testimony (Penguin, 1999),
John G. Neihardt, Black Elk Speaks (University of Nebraska, 1981), Daniel K. Richter,
Facing East from Indian Country: A Native History of Early America (Harvard, 2001), Daniel
H. Usner Jr., Indians, Settlers & Slaves in a Frontier Economy: The Lower Mississippi
Valley before 1783 (University of North Carolina, 1992).
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 5 of 8
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: Social Science
CSU GE Category: D (History)
IGETC Category: Area 4
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 6 of 8
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 7 of 8
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER NAS-21
TECHNICAL INFORMATION
1. Department: SSCI Social Science
16. CoRequisite Course: None
2. Subject: NAS
17. Recommended Prep: Engl-150
Course No: 21
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 American History
23. VATEA Funded Course:
yes
no
9. Long Title: Native American History
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):
Choose One:
31. Articulation Seq.
Level Four: If GE :
32. Transfer Status: A Transfers to both UC/CSU
(CAN):
D Human Social (PolEcon)
33. Equates to another course?
(course number).
13. Instructional Method: Choose One:
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 8 of 8
May 29, 2016
(course