RELG 207—Native American Religions
Marwood Larson-Harris
Office: West 318
Phone: 375-2411
Email: mdharris@roanoke.edu
Office Hours: M: 1–2pm; Tues/Thur: 1–2:30
and by appointment
Course Outline
Long before Jamestown was founded, Native Americans practiced elaborate religious traditions. This
course will explore the rich diversity of practices that existed before first contact and those that evolved when
Christianity began to spread. We will read Native American myths and stories from around the continent and
also research individual tribal traditions. We will seek to understand ancient native rituals as well as those
movements that arose in response to Christianity such as the peyote cult and Ghost Dance.
The course’s methodologies include the following: a historical perspective from pre-contact to the
modern era; a narrative approach to story cycles at the genre, tribal, and regional level; an anthropological
analysis of ritual; an examination of the ways that religion shapes the aesthetic and ritual lives of the Tlingit;
finally, a biographical approach will reveal how the many dimensions of Native American religion come
together in the life of a significant practitioner.
Course Objectives and Learning Objectives
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Grades
Students will analyze pre- and post-Columbian Native American religions including an
understanding of how they changed over time;
Students will gain a detailed grasp of Native American rituals (both corporate and individual)
and how they shaped and were shaped by other religious aspects of tribal life;
Students will gain a detailed grasp of how myth and ritual are organized at the tribal level and
how interactions with other tribes influences these;
Students will develop a knowledge of precontact, contact, and postcontact Native American
history;
Drawing on these abilities, students will research an individual tribe’s religious culture, evaluate
interdisciplinary scholarly resources in religious studies, and present their findings to the group.
One-page jottings (9 total) (10%);
5-page paper on 3 Native American stories (25%);
5-page paper on ritual (25%);
Midterm (20%); Final (20%)
The grading scale is as follows: A (93–100), A- (90–92), B+ (87–89), B (83–86), B- (80–2), etc. An F is 59 or
below. Late papers will be lowered one notch for every class day they are late (a B becomes a B-).
Generally, college writing is assessed using the following guidelines:
A—this work is excellent in all aspects, error free, clearly argued, gracefully written, and goes beyond merely
fulfilling the assignment through creative thought, original insight, and the identification of diverse connections;
B—an above-average paper that does a nearly error-free job of completing the assignment in a competent way; it
is well organized and clearly written and argued;
C—an average paper: errors detract from this work, and it is unevenly written and organized;
D—contains many errors and doesn’t fully grasp the assignment;
F—fails in every aspect to adequately respond to the assignment.
Jotting
Roughly every week you will be writing a jotting. Jottings are for you to reflect on a reading and then
focus your thoughts about it. These 1-page papers should be printed, at least a full page long, double-spaced,
with only your name and section number on one line at the top. They must also contain at least one short
quotation (but not lengthy block quotations). Jottings will be graded with a check if complete; the total number
are worth 10% of the course grade.
Attendance
You may miss TWO classes: any absences beyond this will lower your COURSE grade by one
notch. In other words, 3 absences will lower your final grade by one notch (a B+ becomes a B), and 4
absences will lower your final grade one full letter (a B becomes a C). 6 absences will result in a failing grade (F)
for the course. Please come see me if you have a difficulty.
There are no excused absences. (If you are sick or must miss school for an athletic match, make
sure you have no other absences.) Make-up exams will be given for serious, legitimate reasons.
If you miss class it is essential that you get the notes from another student.
Religious Holidays
Students who miss a class for a religious holiday may make up the class without penalty, but you must
write me a note before that date. I will arrange the make-up work with you.
Electronic Devices and Laptops
Please turn off your cell phone when you enter the classroom. All electronic devices should be put
away, including laptops.
Where can I get additional help on my writing?
The Writing Center @ Roanoke College, located in Room 15 on the Lower Level of Fintel Library,
offers writing tutorials for students working on writing assignments/projects in any field. Writers at all levels
of competence may visit the Writing Center at any point in their process, from brainstorming to drafting to
editing, and talk with trained peer writing tutors in informal, one-on-one sessions. The Writing Center is open
Sunday through Thursday from 4 to 9 pm. We open for Spring Semester on Monday, January 23rd. Simply
stop in, or schedule an appointment by going to www.roanoke.edu/writingcenter. Questions? Email
writingcenter@roanoke.edu or call 375-4949. You can also Like our page on Facebook!
Special Accommodations: Disability Support Services
The Office of Disability Support Services, located in the Goode-Pasfield Center for Learning and
Teaching in Fintel Library, provides reasonable accommodations to students with identified disabilities.
Reasonable accommodations are provided based on the diagnosed disability and the recommendations of the
professional evaluator. In order to be considered for disability services, students must identify themselves to
the Office of Disability Support Services. Students are required to provide specific current documentation of
their disabilities. Please contact Richard Robers, M.A. Ed., Coordinator of Disability Support Services, at 540375-2247 or e-mail robers@roanoke.edu.
Academic Integrity
As members of a learning community, we enjoy important intellectual freedoms and are answerable to
equally important academic responsibilities. Doing our own work and properly acknowledging the work of
others are bedrock values in a community of scholars.
In a course such as this one, which involves independent scholarship and writing, it is especially
important to cite and discuss your sources as a part of our intellectual exchange. And, as a matter of honesty, it
is imperative that you understand what plagiarism is and avoid even unintended violations. Review carefully
the section on plagiarism in the academic integrity brochure. If you have any questions, speak with me or bring
up your questions in class.
Required Texts:
Sam Gill, Native American Religions (Gill)
Joel Martin, The Land Looks After Us (Martin)
Richard Erdoes and Alfonso Ortiz, American Indian Myths and Legends (Myths)
John Fire Lame Deer, Lame Deer: Seeker of Visions (Lame Deer)
David Hancock, Tlingit: Their Art and Culture (Hancock)
Inquire Postings
In addition to the books listed above, you will be reading articles posted on Inquire. Think of these as
an alternative textbook: print each file well in advance of class so you are certain your computer and printer are
working properly. Read these selections carefully, take notes on them, and bring them to class.
Additional Policies
 FAILURE TO BRING THE READING TO CLASS WILL RESULT IN A HALF-ABSENCE.
 ALL JOTTINGS MUST BE PRINTED (NOT HAND-WRITTEN).
 ALL PAPERS MUST BE STAPLED.
 I DO NOT ACCEPT PAPERS OR JOTTINGS SUBMITTED VIA EMAIL.
 PAPERS HANDED IN WITH MORE THAN 3 GRAMMATICAL ERRORS PER PAGE WILL BE
RETURNED AND COUNTED LATE UNTIL CORRECTED (I.E., THE GRADE WILL BE REDUCED
EACH DAY).
SCHEDULE
NOTE: READINGS LISTED FOR A PARTICULAR DAY ARE DUE ON THAT DAY.
Jan 12–16:
Beginnings
M: Sacred Space in Native America / The United States
W: The Shape of the Native World
Reading: Gill, Native American Religions: “The Place to Begin” (on Inquire)
Discussion Questions: 1. How does the author explain the nature and function of myth?
2. Summarize the basic aspects of Zuni and Navajo cosmologies. 3. How different are these
cosmologies from our own? 4. How does the Trickster challenge the conventions of Native American society?
F: Stories of Origins
Reading: Seneca: “Star Woman and the Twins,” Chuckchi: “Raven Shits the World,”
and Jicarilla: “The Jicarilla Genesis” (all in one file on Inquire)
Jotting due: Using the ideas from Gill chapter 2 (Wednesday’s reading), reflect on the
values in two of these stories.
Jan 19–23: Story and Ritual
M: Native World Views
Reading: Brown, “Relationship and Reciprocity” (Inquire)
Discussion Question: What does the author mean by “relatedness” (pgs. 86–93) and “reciprocity”
(pgs. 96–105)? Write down specific examples of these for discussion.
W: Native World Views
Reading: Gill, Native American Religions: “Ways of Life” (chapter 6)
and McClintock, “Blackfoot Beaver Bundle”
Discussion Question: How did the religious practices of hunter-gatherers differ
from those of agricultural societies?
Jotting due: How do Native Americans view animals?
F: Animal Story from the Great North
Reading: “The Girl Who Married a Bear” (Inquire)
Discussion Question: bring to class your own reflections on this story.
Jan 26–30: Historical Perspectives on Native Religions
Native Religions and Christianity
Reading: Martin, The Land Looks After Us, pgs. 32–60 (reread 47–60)
Reading: Handsome Lake’s “Gaiwiio” (Inquire)
Discussion questions for Martin: What does Martin mean by “restoration through ritual” (40)?
M:
What did the new, post-contact spiritual movements seek to do?
How did they seek to reform Natives?
What types of Native American prophets arose and how did their messages differ?
Discussion questions for Handsome Lake: What are the conditions of the tribe in the beginning?
How does the sick man’s vision begin?
What kinds of things does he preach against?
W:
Native Religions and Christianity
Reading: Martin, The Land Looks After Us, pgs. 61–83
View in class: Canadian Native Christians (documentary)
Discussion questions: How did the Europeans try to change the Native Americans?
How did Catherine Brown change as she became involved with Christian culture?
On what grounds have some natives found commonality with Christianity?
F:
New Native Religious Movements
Reading: Martin pgs. 84–113
Discussion questions: What were the main features of Wovoka’s religious movement?
How was it both native and Christian?
How did the Ghost Dance contribute to the massacre at Wounded Knee?
How did Black Elk combine Sioux beliefs and practices with those of Christianity?
How does the Peyote religion incorporate Christian ideas?
Jotting due: choose one of the new religious movements and explain how Christianity
influenced it. What Native American elements did this new movement retain?
Feb 2–6: Story, Myth, and Legend
M: Origin Stories
Essay 1 assigned (due Feb 23)
Reading: in American Indian Myths and Legends, “Corn Mother” (p. 11), “Stone Boy” (15),
“The Origin of the Curing Ceremonies” (37), Creation of the First Man and Woman (39), “The White
Buffalo Woman” (47), “When Grizzlies Walked Upright” (85), “Emerging into the Upper World” (97),
“Coyote Steals the Sun and Moon” (140), “Grandmother Spider Steals the Sun” (154)
W: Stories of Men, Monsters, and Love
Reading: Myths, “Glooscap Fights the Water Monster” (p. 181), “Wakinyan Tanka” (218),
“Brave Woman Counts Coup” (258), “Spotted Eagle and Black Crow” (260), “Where the Girl Saved
Her Brother” (264), “The Legend of the Flute” (275), “The Fight for a Wife” (281), “The Industrious
Daughter Who Would Not Marry” (308)
Jotting due: choose one story from Monday or Wednesday and explain its environmental views.
F: Trickster Stories
Reading: Myths, “Coyote, Iktome, and the Rock” (p. 375), “What’s This? My Balls for Your
Supper” (339), “Coyote and Wasichu” (342), “Adventures of Great Rabbit (347), “Iktome and the
Ignorant Girl” (358), “Always-Living-at-the-Coast” (362), “Iktome Sleeps with His Wife by Mistake”
(372)
Feb 9–13: Zuni (Southwest)—Society, Story, Ritual
M: Zuni Society and Religion
Reading: Trudy Griffin-Pierce, “Zuni” (Inquire)
Discussion questions: Keep notes on this reading! Identify the key elements of the Zuni
religious system—organizations, priests, and spiritual beings.
W: Zuni Stories
Reading: “The Boy and the Deer” and “The Girl Who Took Care of the Turkeys” (Inquire)
Jotting due: last names beginning A-M: how are the animals portrayed in the first story?
last names beginning N-Z: what environmental message is evident in the second story?
F: Shalako
Reading: Erna Ferguson, Dancing Gods: Indian Ceremonials of New Mexico
and Barbara Tedlock, “Zuni Ritual Theatre” (both on Inquire)
Discussion questions: what does this elaborate ceremony tell us about Zuni culture?
This ceremony is hard to interpret—what do you think is its purpose?
What seems to be the most important activities?
What does Tedlock emphasize in her explanation?
Feb 16–20: Tlingit (Northwest)—Society, Story, Ritual
M: Tlingit Society and Religion
Reading: David Hancock, Tlingit: Their Art and Culture pgs. 4–16, 26–50, 62–88
Discussion questions: What are the main elements of the Tlingit religious system?
How is it different from that of the Zuni?
W:
Tlingit Storytelling and Dance
Reading: “Raven Steals the Light” and “The Creation of the Killer Whale” (on Inquire)
View in class: Keet Shagoon
F:
Tlingit Potlatch
Reading: Jordan Paper, “Potlatch” and Preucel, “Centennial Potlatch” (both on Inquire)
Discussion questions: How has the Potlatch changed over time? What is it about the Potlatch
that has enabled it to survive? (This is a tough question—just brainstorm.)
View in class: Potlatch
Feb 23–27: Native Environmental Beliefs and Practices
M: Essay 1 due / discuss papers / bring American Indian Myths and Legends to class
W: The Ecological Indian
Reading: Shepard Krech, “The Ecological Indian” (Inquire)
Jotting due: are Native American tribes actually concerned about the environment,
or is that merely a “projection of Europeans and European-Americans” (p. 27)? According to Krech,
how does this problem get in our way?
F: Environmental Conflict
Reading: Anne Fienup-Riordan, “A Guest at the Table” (Inquire)
and Jordan Paper, “Makah Whale Hunt” (Inquire)
Discussion questions: Describe the two worldviews in conflict in the Fienup-Riordan reading.
Which group is on the side of conservation?
SPRING BREAK
March 9–13: Native American and Climate Change
M: Watch in class: “Communities Affected by Climate Change Plan for the Future” (PBS)
W: bring in news stories about Native Americans and Climate Change
F: Watch in class: “How to Stop an Oil and Gas Pipeline: The Unist'ot'en Camp Resistance”
March 16–20: Ritual Perspectives on Religions
Ritual Theory
Essay 2 assigned (due March 27)
Reading: Victor Turner, “Liminality and Communitas” (Inquire)
Jotting due: Summarize Turner’s arguments about rites of passage. Can you think of
an American ritual that fits Turner’s model?
M:
W: Sweat Lodge
Reading: Lame Deer chapter 10
Discussion questions: Does the sweat lodge fit Turner’s model? Why or why not? What is the
ritual’s purpose?
F: Peyote
Reading: Omer Stewart, Peyote Religion and Mountain Wolf Woman, “Conversion to Peyote”
(both on Inquire)
Discussion questions: what do you think attracted Native Americans to peyote? How does it fit in
historically with other native or non-native traditions?
March 23–27: Ritual
Sun Dance
Reading: Lame Deer chapter 12
M:
Discussion questions: what are the different purposes of the Sun Dance? If you were Lakota,
why would you go to the Sun Dance?
Sun Dance View in class: The Sun Dance Way
w:
F:
Sun Dance Reading: TBA
Discuss film
Essay 2 due
March 30–April 3: Navajo
M:
Navajo Religion
Reading: Trudy-Griffin Pierce, “The Continuous Renewal of Sacred Relations” (Inquire)
View in class: In Beauty I Walk
Discussion Questions: make an outline of the different aspects of the Navajo
religious world (world view, Holy People, rituals, etc.).
Jotting due: how do the Navajo “renew sacred relations”?
W: Navajo Religion
View in class: Navajo Sandpainting
F: No class—Good Friday
April 6–10: Navajo
M:
Native American Life Ways
Reading: Gill, “Ways of Life” (chapter 5)
Jotting due: how do Native Americans celebrate crucial moments in their life?
Summarize two ways.
W:
Kinaaldá Puberty Ritual
View in class: Lena Carr, Kinaaldá: A Navajo Rite of Passage
F:
Kinaaldá Puberty Ritual
Reading: Charlotte Frisbee, “Kinaaldá in its Cultural Context” (Inquire)
Discuss film
April 13–17: Native American Medicine Man: Lame Deer
M: Lame Deer the Medicine Man
Reading: chapters 1 and 7
W: Lame Deer the Activist
Reading: chapter 9
F: Lame Deer the Activist
Reading: chapter 5
April 20: General Discussion
M: General discussion / review for final
Exam: Thursday, April 23, 2–5pm