VILLANOVA UNIVERSITY DEPARTMENT OF HISTORY
HIS 2278: NATIVE AMERICAN HISTORY (CRN 24924)
Fall 2005: M-W 1:30-2:45 -- Tolentine Hall 315
Dr. Paul C. Rosier
Office: SAC 441/Office Hours: M 3-:430; F 11:30-12:30
Office Phone: 610-519-4677 Office Email: paul.rosier@villanova.edu
Course Homepage: http://www91.homepage.villanova.edu/paul.rosier/
Course Goals:
The goals of our endeavor are four-fold: examine the important political, economic, cultural and social
changes that have occurred in Native America since 1492 (or thereabouts); critically assess the history of
federal Indian policy; analyze, as a group, primary sources, the raw materials of history; and utilize diverse
materials in writing a research paper. In the process we will gain the perspective of Native Americans, rethink American history, and sharpen our analytical and communication skills. This is not a lecture course.
Together we will investigate the various dimensions of the Native American experience and the contours of
Indian-white relations.
The history of Native America is one of tragedy, adaptation, resilience, resistance, and renewed pride.
In reading Native American voices found in primary documents, autobiography, fiction, film, case studies and
narrative history, we will examine Indian cultures, intercultural relations, assimilationist tendencies in federal
policy, intra-tribal social conflict, shifting ethnic identities, gender relations, and self-determination
movements. Class sessions will cover colonial-era Indian-white contact, the Removal period, Indian-white
wars and the creation of the reservation system, the allotment era, the Indian New Deal, the Termination era,
Red Power politics, and the contemporary struggles for sovereignty.
Required Texts:
New Worlds For All: Indians, Europeans, and the Remaking of Early America, Calloway
Our Hearts Fell to the Ground: Plains Indians Views of How the West Was Lost, Calloway
Ceremony, Silko
Lakota Woman, Mary Crow Dog
They Called it Prairie Light: The Story of Chilocco Indian School, Lomawaima
Required Films:
“Black Robe,” “Black Indians”
Required Lecture:
Jace Weaver, “Hope is a Thing with Feathers: Indians and the Environment,” CST and Ecology Conf., Nov. 10, 2005
Supplemental Articles/Book Chapters/Primary Documents
ER: Electronic Reserve (Access through WEBCT)
DOC: Primary Document (ER or Emailed)
Course Expectations:
1) Be on time (with cell phones turned off); consistently late entrances will result in a grade reduction
2) No more than 2 class absences
3) Be prepared to contribute to discussions by taking good notes of the readings
4) Submit assignments on time; in fairness to other students, late papers will incur a penalty
5) Submit assignments in double-sided form using Chicago Manual of Style guidelines
6) Adhere to Villanova University’s guidelines on academic integrity -- to view these guidelines, see
http://www.academics.villanova.edu/AcademicIntegrity.html Violations of academic integrity will
result in an F for the course and university-imposed penalties
7) Remember that our final exam is on Thursday December 15, 1:30-4:00
Grading: Class participation 10%; Research paper 20%; Short papers 10%; Mid-term exam 25%; Final exam 35%See
final page of syllabus for University Grading Standards. Participation grade based upon both quantity and quality of
contributions to discussion in which you engage the assigned material in an analytical fashion and link it to previous
discussions/material.
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COURSE SCHEDULE
WEEK ONE
Introduction to the Course and to Native America
August 24
Indians, Native Americans, and Blackfeet
“Pilgrims, No Thanks in Mohawk Country,” The New York Times, November 26, 2003 (Word doc)
“American Indians look for recognition from Pennsylvania,” Philadelphia Inquirer, February 23, 2003 (Word doc)
UNIT ONE: Cultural Contact and Crisis
WEEK TWO
Native American Cultures BC -- before Columbus
August 29
From Beringia to Cahokia
Ancient Architects of the Mississippi
August 31
The Columbian Exchange and the question of Native American demography
William Denevan, “The Pristine Myth: The Landscape of the Americas in 1492,” Annals of the Association of American
Geographers (September 1992), 369-85.
Winona LaDuke, WE ARE STILL HERE: THE 500 YEARS CELEBRATION
Film: Black Robe (Falvey Library) 9/1 THURS 5:00 p.m.
WEEK THREE
September 5
LABOR DAY: NO CLASS
September 7
Europeans in the Americas
New Worlds For All: 1-41
DOC: The Huron’s Feast for the Dead, 1600s ER
DOC: Myths of Native American Labor ER
Film: Black Robe (Falvey Library) 9/6 TUES 7:00 p.m.
WEEK FOUR
The European Invasion of North America
September 12
Negotiating the Other: French, British, and Spanish colonialism
September 14
Impact: the Case of the Catawba
New Worlds For All: 42-114
Trigger, “Early Native North American Responses to European Contact,” Journal of American History
James H. Merrell, “The Indians’ New World: The Catawba Experience,” William and Mary Quarterly
WEEK FIVE
Indian-White Relations through the Revolutionary Era
September 19
gender, the ‘white man’s civil war,’ and the search for Middle Ground
New Worlds For All: 115-198
John Mack Farragher, “The Custom of the Country: Cross-cultural Marriage in the Far Western Fur Trade.” ER
Jean O’Brien, “Resistance and Survival of Indian Women in Eighteenth-Century New England.” ER
UNIT TWO: Removal, Resistance, and Reservations
September 21
The Politics of Removal: the Cases of the Cherokee and the Chickasaw
DOC: Indian Removal Act , 1830
DOC: Andrew Jackson's Second Annual Message, 1830
DOC: Worcester v. Georgia, 1832
DOC: Cherokee Women, “Petitions” ER
DOC: “Memorial of Protest of the Cherokee Nation,” June 22, 1836 ER
Theda Perdue, “Cherokee Women and the Trail of Tears,” in Unequal Sisters ER
WEEK SIX
Removal and Resistance in the West
September 26
Life on the Plains: The Case of the Pawnee
Richard White, “The Pawnees,” The Roots of Dependency: Subsistence, Environment, and Social Change among the
Choctaws, Pawnees, and Navajos ER (Roots of Dependency)
Richard White, “The Winning of the West: The Expansion of the Western Sioux in the 18th and 19th Centuries,”Journal
of American History JSTOR
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September 28
War on the Plains
Our Hearts Fell to the Ground…: 1-14, 31-149
“Execution of Thirty-Eight Sioux Indians,” Mankato [Minnesota] Record, December 26, 1862 (family document) ER
WEEK SEVEN
On a Wounded Knee
October 3
Wounded Knee, Part 1
Our Hearts Fell to the Ground, 180-204
October 5
Midterm Exam
WEEK EIGHT
October 10-14
Rest, Relax, Recuperate, Watch a good film
UNIT THREE: Allotment, Assimilation, Resistance
WEEK NINE
Land Allotment, Land Loss, and the Emergence of the “Indian Problem”
October 17
The Cultural Imperatives of Allotment
DOC: The General Allotment Act, 1887
DOC: Cherokee Delegates Defend their Land and Institutions, 1895 ER
October 19
The Era of the White Locusts
***Research Paper proposals due
Gertrude Bonnin, “Oklahoma’s Poor Rich Indians, an Orgy of Graft and Exploitation of the Five Civilized Tribes,
Legalized Robbery,” Office of the Indian Rights Association, 1924 ER
David Wallace Adams, More Than a Game: The Carlisle Indians Take to the Gridiron, 1893-1917,” Western Historical
Quarterly (Spring 2001)
WEEK TEN
Native Americans in America
October 24
‘The Indian Problem’: Assimilating Native Americans
Our Hearts Fell to the Ground:
Ch. 12, 205-208
October 26
Attending the White Man’s Schools:
They Called it Prairie Light: The Story of Chilocco Indian School, Lomawaima
***Review essays Due***
UNIT FOUR: Reform and Resistance
WEEK ELEVEN
The Indian New Deal: Opportunities and Controversies
October 31
The Meriam Report to the Indian New Deal
DOC: Arthur C. Parker, “Certain Important Elements of the Indian Problem,” 1915 ER
DOC: “Address by Robert Yellowtail in Defense of the Rights of the Crow Indians,” Sen. Comm. on Indian Affairs, 1919
DOC: The Meriam Report, 1928
November 2
The Indian Reorganization Act: the Case of the Blackfeet
DOC: The Indian Reorganization Act
DOC: Constitution and By-laws/Charter of Incorporation of the Blackfeet Nation
Paul C. Rosier, “The Real Indians Who Constitute the Real Tribe: Class, Ethnicity, and IRA Politics on the Blackfeet
Reservation,” Journal of American Ethnic History (Summer 1999) Online.
WEEK TWELVE
WWII, Termination, and the Cold War
November 7
WWII and Termination
Alison Bernstein, “The Indian Home Front During World War II,” from American Indians and World War II ER
DOC: Letters from Pueblo GIS
DOC: Ella DeLoria, “On Indian Experiences During World War II,” Speaking of Indians, 1944 ER
November 9
Situating Native American History in International History
***November 10, 11:30
Jace Weaver: “Hope is a Thing with Feathers: Indians and the Environment”
WEEK THIRTEEN
Post-War Native America
November 14
The Ceremony of Rebirth: the Case of the Pueblo
Silko, Ceremony (***Book Reviews Due)
November 16
In the Spirit of Crazy Horse: Wounded Knee, part II
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UNIT FIVE: Red Power, Women Power, and Renewal
WEEK FOURTEEN
Sioux Warriors and Sioux Women
November 21
Lakota Woman: the Case of the Sioux
Mary Crow Dog, Lakota Woman (***Book Reviews due)
November 23
Happy Thanksgiving
WEEK FIFTEEN
Red Power and Women Power
November 28
The Search for Sovereignty and Self-determination
DOC: Sidney Mills, “I am a Yakama, and a Cherokee Indian, and a Man.”
Joane Nagel, “Red Power: Reforging Identity and Culture,” American Indian Ethnic Renewal: Red Power and the
Resurgence of Identity and Culture ER
Paul C. Rosier, “The Agony and the Ecstasy of Repatriation,” Native American Issues ER
November 30
Women and Political Action
Marla Powers, “Sex Roles and Social Structure,” Oglala Women: Myth, Ritual, and Reality ER
Paivi Hoikkala, “Feminists or Reformers? American Indian Women and Political Activism in Phoenix, 1965-1980,
American Indian Culture and Research Journal ER
Susan Applegate Krouse, “Kinship and Identity: Mixed Bloods in Urban Indian Communities,” American Indian Culture
and Research Journal (1999) ER
WEEK SIXTEEN
Contemporary Native America: Stereotypes and Identities
December 5
Battling Old Stereotypes: The problem of mascots
In Whose Honor?: Native Americans in American Sporting Culture
December 7
Indian Country Today
Articles from Indian Country Today
December 12
We come to terms with the fact that our course is coming to a close:
Presentation of Research and Final Exam Review
Reading Days/Final Exam
When:
What time:
Where:
Why:
Please note:
FINAL EXAM INFORMATION
Thursday, December 15
1:30-4:00
Tolentine 315
Builds character
Makeup exams will not be given except in the event of emergencies.
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Assorted Websites that may be helpful for research purposes
H-AMINDIAN's list website: <http://www.asu.edu/clas/history/h-amindian/
NativeWeb: Resources for Indigenous Cultures Around the World: http://www.nativeweb.org/
Indian Affairs: Laws and Treaties: http://digital.library.okstate.edu/kappler/
Website for American Indian legal documents: http://www.thorpe.ou.edu/
Native American Internet Resources: http://falcon.jmu.edu/~ramseyil/native.htm
Smithsonian: Native American History and Culture: http://www.si.edu/resource/faq/nmai/start.htm
Important Campus Services
Villanova Writing Center: 610-519-4604 Old Falvey
http://www.writingcenter.villanova.edu/
Consultations should be arranged by appointment. Please be advised: the Writing Center staff recommends setting appointments
several weeks in advance.
Villanova Office of Learning Support Services: 610-519-5636 Geraghty Hall
If you have a learning disability and wish to discuss it with me I encourage you to do so. If you think you have a learning disability I
encourage you to make an appointment with the Office of Learning Support Services.
Villanova Counseling Center: 610-519-4050
Corr Hall
The Counseling Center is managed by caring and committed individuals who can help you make an adjustment in your study habits,
deal with a crisis, or establish a long-term relationship to address an ongoing matter. I believe they can be of assistance to anyone
seeking short-term or long-term guidance.
Dr. Paul C. Rosier
610-519-4677
SAC 441
It is very important to me that you feel I am accessible to help you with your writing, discuss a personal situation, prepare for an exam,
or organize a writing project.
Policy Regarding Make-up Exams (adopted from Prof. Chris Haas)
Exams are given on the date indicated in the course syllabus. Exceptions are given only in the following circumstances:
1)
If a student is on a Villanova sports team and is scheduled for an away game, it is
necessary to contact me before the exam. I will also need documentation from the Athletic Department -- either written or electronic.
Any written assignments for the course due during the absence must be submitted prior to the absence.
2)
If you are ill and are unable to take an exam, you must contact me before the exam.
Upon your return, it will be necessary to provide me with documentation of the illness from one of the following: a physician, the
Villanova Health Center, the Office of the Dean of Students, or the Office of the Dean of Arts and Sciences. The Health Center no
longer provides a standard illness excuse, but any documentation of your visit to the Health Center should be sufficient.
3)
A death in your immediate family or other family emergency is treated the same way
as an illness. If you are faced with a family emergency and are unable to take an exam, you must contact me before the exam. Upon
your return, it will be necessary to provide me with documentation of your absence from one of the following: the Counseling Center,
the Office of the Dean of Students, or the Office of the Dean of Arts and Sciences. The best procedure is to arrange for someone in one
of the above offices to contact all of your professors regarding your absence. Should you choose to go through the Office of the Dean
of Arts and Sciences, please contact the Assistant Dean, Catherine Hill.
4)
Travel plans should be made in accordance with your exam schedule, not the other
way around. This includes semester break and Thanksgiving/Easter. Please check the final schedule now before you buy tickets.
An unexcused absence from an exam will result in a score of 0 for the exam.
University Grading Standards
A is the highest academic grade possible; an honor grade which is not automatically given to a student who ranks highest in the course,
but is reserved for accomplishment that is truly distinctive and demonstrably outstanding. It represents a superior mastery of course
material and is a grade that demands a very high degree of understanding as well as originality or creativity as appropriate to the nature
of the course. The grade indicated that the student works independently with unusual effectiveness and often takes the initiative in
seeking new knowledge outside the formal con fines of the course.
AB+
B is a grade that denotes achievement considerably above acceptable standards. Good mastery of course materials evident and student
performance demonstrates a high degree of originality, creativity, or both. The grade indicates that the student works well
independently and often demonstrates initiative. Analysis, synthesis, and critical expression, oral or written, are considerably above
average.
BC+
C indicates a satisfactory degree of attainment and is the acceptable standard for graduation from college. It is the grade that may be
expected of a student of average ability who gives to the work a reasonable amount of time and effort. This grade implies familiarity
with the content of the course and acceptable mastery of course material; it implies that the student displays some evidence of
originality and/or creativity, and works independently at an acceptable level and completes all requirements
D denotes a limited understanding of the subject matter, meeting only the minimum requirement for passing the course. It signifies
work which in quality and/or quantity falls below the average acceptable standard for passing the course. Performance is deficient in
analysis, synthesis, and critical expression; there is little evidence of originality, creativity, or both.
D-
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