North American Indians
Anthropology 212
T TH 3:30 – 4:45
Michener LO-108
Instructor: Dr. Sally McBeth
Candelaria 2056
(970) 351-1746
sally.mcbeth@unco.edu
Section 009
Office Hours:
Fall 2009
Tues 12:30 – 3:00
Wed 1:00 – 3:00
Thurs 12:30 – 3:00
or by appointment
Texts:
Native North America (1996) (NNA)
Black Elk Speaks (1932)
The Way to Rainy Mountain (1969)
Dark Wind (1982)
L. Zimmerman and B.L.
Molyneaux [text]
Nicholas Black Elk [Lakota Sioux]
and J. Neihardt [life history]
N. Scott Momadat [Kiowa;
myth/poetry]
Tony Hillerman [fiction; nonIndian]
e-Reserve Readings: listed in order of due date (see syllabus)
Available on-line or paper at Michener Library
“The Emergence” [Jicarilla Apache] -- Bierhorst, John
“Creation Story: The Gathering of Clans” [Navajo] -- Parezo, Nancy J
“The Ute Creation Story” [Naranjo and Lujan]
“Genesis” [Judeo-Christian] – Old Testament
“The Arrow of Disease” – Diamond, Jared
“Three Windigo Stories” [Cree/Ojibwa] – Howard and Teicher
“Understanding Eskimo Science” – Nelson, Richard
“Two Raven Stories” [Tsimshian] – Thompson, Stith
“Shades of Shit” [Apache] – Basso, Keith
“Origins: Through Tewa Eyes” – Ortiz, Alfonso
“Alone on the Hilltop” – Lame Deer, John and Richard Erdoes
Instructions for Accessing Electronic Reserves
1.
Begin at the UNC Homepage (www.unco.edu) and click on Libraries
2.
Click on The Source Library Catalog
3.
Click on Course Reserves by Instructor
4.
Enter my name: McBeth, Sally
5.
This page displays all items on Paper and Electronic Reserve. Items that are listed
as “View or Print [Title]” are electronic Reserves. Click on the item you’re looking
for.
6.
You will see the first page of the Reserve item. Enter your name and ID number and
click on Submit.
7.
You can now view or print the Reserve item.
Reserve materials are stored as PDF files. For a free download of the Adobe Acrobat
Reader software, go to http://www.adobe.com/products/acrobat/readstep2.html
For further information or help accessing electronic Reserves, please call (970) 351-2671.
1
Catalogue Description:
This course surveys the culture areas of Native American groups in North
America, with a focus on the U.S.
Course Description:
This survey course will focus on Native North American cultures as they existed
traditionally, before European contact, and as they survive today in contemporary
21st century America. The course will cover a general introduction to indigenous
cultures of the US and Canada. We will explore (briefly) what have come to be
known as "culture areas" (regions) of North American Indians; this study will
provide background for the complexity and diversity of First Nations People.
Additionally, we will critically examine Indian-White relations and historical and
contemporary issues that affect Native people.
It is essential to keep in mind that the complexity and diversity of North American
Indians is tremendous: over 300 separate languages representing unique sociocultural groups were present North of Mexico prior to contact. To speak of
"Indians", then, as one people misrepresents the incredible complexity of
Amerindian cultural variation.
ADA Statement
Any student requesting disability accommodation for this class must inform the
instructor giving appropriate notice. Students are encouraged to contact
Disability Support Services at (970) 351-2289 to certify documentation of
disability and to ensure appropriate accommodations are implemented in a timely
manner.
Course Goals and Objectives
1)
2)
3)
4)
5)
6)
7)
8)
become familiar with the diversity of American Indian tribes
become familiar with the names and locations of a number of tribes
become familiar with the cataloguing device known as the culture area
concept
gain an understanding of the concept of culture and how it is manifested
among a number of North American Indian tribes
read ethnographic descriptions critically and be able to write about the
author’s presentation.
become familiar with a few examples of Native American spirituality
become aware of stereotypes of Native people and begin to think about
how they might be dispelled
demonstrate grade-level writing and communication skills
2
Course requirements:
30 pts.
Creation Narrative Assignment (Sept. 1); see syllabus
40 pts.
Reading Notes: (10 pts. X 4). When the Assignment on the
syllabus says, “reading notes” you are required to write about one
page notes (single-spaced/typed) about the article. This should
include 1) THEME/SUMMARY of article and 2) CRITICAL INQUIRY
(thoughts, reflections, comments, questions) for class discussion.
These “reading notes” will be collected on the day of the assigned
reading. They are designed to generate class discussion and
inquiry into various points of view, and so I will not accept them as
late assignments without prior approval.
60 pts.
In-class Assignments, Discussion, and Participation
Additionally, there will be a few in-class assignments (and/or
quizzes if I sense you are not doing the reading) based on reading
for the day, reactions to stories (creation narratives, tales),
reactions to films viewed in-class, etc.
Please bring books to class, and keep up with the reading.
75 pts.
Exam #1: map, identification, blue book essay (Sept. 24)
75 pts.
Exam #2: identification, blue book essay (Oct. 22)
75 pts.
Exam #3: identification, blue book essay (Dec. 10 @ 1:30)
50 pts.
Creative Paper on The Way to Rainy Mountain
See Explanation p. 9; due November 5th
100 pts.
Critical Inquiry paper on Black Elk Speaks
See Explanation p. 10; due November 17th
505 pts.
TOTAL
A = 500-450 pts.
B = 449-400 pts.
C = 399-350 pts.
D = 349-300 pts
3
"NAMASTE"
Nama means "bow," as means "I," and te means "you." Literally: I bow to you. It is a
Hindu/Sanskrit gesture and greeting. Namaste represents the belief that there is a spark within
each of us that is located in the heart chakra. The gesture pays homage to the inner light in all
living things. The hands are placed together at the heart chakra, and the head is bowed. It is a
gesture of friendship, kindness, hospitality, and appreciation.
We will use this gesture and word at the beginning and end of each class, out of respect for each
other. It can also be used in class discussions, when there are differences of opinion, or if
students are not respecting their professor or other students in the class.
NORTH AMERICAN CULTURE AREA MAP
4
Tentative Course Outline and Assignments:
 be sure to look ahead; assignments are due on day listed; bring book(s) to class
 in this class discussion and class contributions are very important; you cannot receive an A in
this class if you do not participate, ask questions, and engage in your own education
 the Black Elk Speaks, Way to Rainy Mountain and Dark Wind assignments are designed to
get you into the reading; feel free to complete books (and assignments) early in the semester!
But, at the very least, keep up with assignments and bring book to class on designated days.
 do not turn in ANY assignments on pages torn from a spiral notebook
 please turn off and put away cell phones (except for emergency situations)
Week #1
Aug. 25
INTRODUCTION
Introduction to Course; Culture Area Concept; Terminology
Aug. 27
THE FIRST AMERICANS; ISSUES OF ORIGINS
Assignment: NNA 6-19 (discussion); Dark Wind Chaps. 1-8
Week #2
Sept. 1
THE FIRST AMERICANS; ISSUES OF ORIGINS (cont.)
Theories of Origins—Alternate Views and Native Spiritual
Traditions.
Assignment: NNA 114-125; “The Emergence” [Jicarilla
Apache] – Bierhorst, John; “Creation Story: The Gathering of
Clans” [Navajo] –Parezo, Nancy; “Ute Creation Story” –
Naranjo and Lujan; “Genesis” [Judeo-Christian; Old
Testament].
3 page double-spaced essay contrasting what you have
read in NNA (114-125) combined with the Apache, Navajo,
and Ute stories with the Genesis story of Judeo-Christian
“myth.” Essay should focus on WORLD VIEW; that is what
do these stories reveal about the way various cultures “see”
their world and associated values re: gender, authority,
cooperation, and the like.
Sept.3
film: “Mystery of the First Americans” [Kennewick Man] +
Assignment: NNA 144-145; Dark Wind Chaps. 9-18
Week #3
Sept. 8
HISTORICAL CONSEQUENCES OF CONTACT
Columbus film clip (500 Nations)
Assignment: NNA 20-37; 164-171; Columbus Quiz
5
Sept. 10
Disease and population decline
Assignment: “The Arrow of Disease” -- Diamond, Jared
[+ reading notes].
Week #4
Sept. 15
HISTORICAL CONSEQUENCES OF CONTACT (cont.)
Boarding School Experience
film: “Where the Spirit Lives” (90 min)
Sept. 17
film continued (in class free write due)
Note: I will be on the western slope [Ute research]
Assignment: Dark Wind Chaps. 19-23
Week #5
Sept. 22
FOUNDATIONS OF THE SACRED:
Shamanism and Calendrical vs. Critical Ceremony
Assignment: NNA 74-113; 126-143
Sept. 24
Exam #1: identification/essay Bring a small (8.5x7) Blue
Book to class
Week #6
Sept. 29
ARCTIC
Introduction to Arctic culture area; imagining the Inuit; 52
words for snow; elders on ice.
Assignment: NNA 66-69 “Understanding Eskimo Science” –
Nelson, Richard [+reading notes]
Oct. 1
SUBARCTIC
Introduction to Subarctic culture area
Assignment: NNA 64-65; 121; “Three Windigo Stories”
[Cree/Ojibwa] – Howard and Teicher
Week #7
Oct. 6
NORTHWEST COAST AND PLATEAU
Introduction to Northwest and Plateau Culture Areas
Assignment: NNA 60-63; 70-73; 82-83
Two Raven Stories [Tsimshian] -- Thompson, Stith
Oct. 8
Totem Poles, Masks, Art, Dance, Song, and Potlatch
Assignment: Dark Wind Chaps. 24-30 (end)
Week #8
Oct. 13
GREAT BASIN & CALIFORNIA
Introduction to Great Basin and California culture areas.
6
Assignment: NNA 50-51; 58-59; Way to Rainy Mountain
(Prologue, Introduction, Setting Out)
Oct. 15
Week #9
Oct. 20
ROCKY MOUNTAINS [between the Basin and Plains]
Ute, Nathan Meeker,
Way To Rainy Mountain (The Going on, The Closing In,
Epilogue)
Possible Field Trip to Meeker Home
Oct. 22
Exam #2: identification and essay; Bring a small (8.5x7)
Blue Book to class
Week #10
Oct. 27
SOUTHWEST
Introduction to Southwest culture area
Assignment: NNA 52-57; 146-149
Black Elk Speaks Introduction, preface, Ch. I-V
Oct. 29
Assignment: “Origins: Through Tewa Eyes” – Ortiz, Alfonso
[+reading notes]
Black Elk Speaks Ch. VI-IX
Week #11
Nov. 3
SOUTHWEST (cont.)
Landscape & Sacred Places
Assignment: “Shades of Shit” [Apache] – Basso, Keith
Black Elk Speaks Ch. X-XIII
Nov. 5
“The Dark Wind” (film; 111 minutes)
Black Elk Speaks Ch. XIV-XVI
Week #12
Nov. 10
PLAINS
Introduction to Plains culture area
Assignment: Paper on The Way To Rainy Mountain due
(see p. 9); NNA 46-49; 100-103; 132-137; Black Elk Speaks
Ch. XVII- XXI
Nov. 12
Plains Indian Belief Systems: from Vision Quests to the
Peyote Road (including two-spirits, revitalization, etc.)
7
Assignment: “Alone on the Hilltop” -- Lame Deer, John and
Richard Erdoes – Black Elk Speaks Ch. XXIIXXV (+author’s
postscript)
Week #13
Nov. 17
PLAINS (cont.)
Black Elk Speaks Paper Due (see p. 10). De-briefing.
Nov. 19
“New Age” Indian Religion: is imitation respectful?
Week #14
Nov. 24
EASTERN WOODLANDS
Introduction to Southeast culture area
Assignment: NNA 44-45
Nov. 26
Thanksgiving - No Class
Week #15
Dec. 1
EASTERN WOODLANDS (cont.)
Introduction to Northeast and Great Lakes Culture Areas
Assignment: NNA 38-43; 150-163
Dec. 3
Trickster Stories and Review for Exam #3
Week #16
Dec. 10
EXAM #3: identification, essay
1:30 - 4:00 - Bring a small (8.5x7) Blue Book to class
8
Explanation of The Way to Rainy Mountain Creative Paper Assignment
Due:
Points:
Length:
November 5th ‘09
50
2 typed double-spaced (12 font) pages followed by 1-2 singlespaced pages divided into the 3 conventions that Momaday uses;
1)
Mythic or Legendary
2)
Historical and Cultural
3)
Personal Experience and Memory
The Way to Rainy Mountain has been assigned not only because the author is a
Pullitzer-prize winning Native American [Kiowa] author, but also because this
book is short, beautiful, and profound. Additionally, I have been to Rainy
Mountain many times and every time I go there, whether by myself or with Native
American students, I found myself transported into a world of which I knew little.
These are the kind of experiences that transport all neophyte anthropologists
(we’re all neophytes) into another cultural realm that transforms us; requires us to
question our daily realities and most dearly held beliefs.
Begin with a two-page double-spaced reaction to the whole book. I expect at
least 8 page numbers to reference your comments, thoughts, reflections, and the
like. PLEASE do not go to the internet; I have read every comment; BE
ORIGINAL—I am looking for your heartfelt reflections; what moved you, and why.
Then, in one-two pages (single spaced; divided into thirds), utilize Momadays’ 3parted MYTHIC, HISTORICAL, PERSONAL convention and tell me about who
YOU are—the mythical can be purely imaginative/fictional (or you can draw on
your family history). But the historic and personal sections should be at least
partially accurate.
Have fun with this portion of the assignment; be creative, do not wait until the day
before this assignment is due to read the book or write the paper. You will be a
more informed student if you heed my advice.
Some scholars have reflected on why Momaday used a 3-part (read JudeoChristian convention) when the #4 is usually the significant number of perfection
and completion in Indian religion and literature. “Momaday divides each section
into three voices, providing students with the opportunity to become the fourth
9
element, the audience, interpreters of the meaning of the oral tradition through
time” (Bataille).
I will provide a personal example on Blackboard.
Explanation of Black Elk Speaks Critical Inquiry Paper Assignment
Due:
Points:
Length:
November 17th ‘09
100
6-8 typed double-spaced pages (12 font)
Black Elk Speaks has been assigned because it has become a "religious classic"
of sorts and the text provides us with a model for discussing the ways in which
popular culture, scholarship, and pedagogy intersect in the study of American
Indian life and culture.
Choose one of the following prompts -or- develop your own essay question that
incorporates an important theme or idea prevalent in the book. Introduce the
book and your reading of it. Write a coherent theme statement that will allow you
to critically and thoughtfully develop an idea that can be traced throughout the
book. For each choice, you must cite particular instances/passages (including
page numbers) and develop the theme adequately. You should include your own
perceptions, and organize the essay coherently. That is, begin your paper with a
paragraph introducing the theme you have chosen to write about, and conclude
with a summary paragraph. If you do not normally work from an outline, do so for
this paper.
1.
How do you interpret the balance/imbalance of "Pain" and "Promise" in the
book?
2.
In the chapter on Heyoka, Black Elk says that truth comes with two faces.
What does this mean? You must expand beyond this chapter…
3.
How is it possible for the red road and the black road to be in the same
circle? Explain the significance of these symbols and colors. You may
want to include other symbols/colors to round out your essay.
4.
Discuss some of the historical scenes in Black Elk Speaks (Battle of the
Little Big Horn, Crazy Horse, Wounded Knee, etc.). What theme might
help to understand these? How are they important to the book? How
does the Black Elk’s lens affect the telling of these histories?
5.
Discuss Black Elk as a shaman/healer. How does he become one? Why
does Black Elk believe he has failed his vision?
10
6.
ANY original prompt must be cleared with instructor no later than 11-03-09
Your Paper will be evaluated according to the following criteria:
Theme/Content/Critical Inquiry (40%); Citations (20%); Organization (20%);
Writing Style (20%)
11