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AIS 201, Winter 2009
SYLLABUS
Course Content and
Goals This course is an
introduction to history as made, lived, and told by people who are known now as
American Indians or Native Americans. We
will pay particular attention to the challenges and the value of studying that
history from Indian perspectives. In
addition to examining experiences and actions of Indians in the past, we will
consider some Indian ways of understanding and depicting the past. Course lectures, readings,
and discussions will make the point that Indians of the By fulfilling course
requirements, you will see that Indians -- faced with a succession of daunting
circumstances -- have often been resourceful, innovative, and resilient. While acting to shape their own history, they
have also influenced events of great significance to other Americans. Thus, through your work in this course, you
should gain an appreciation of Indians' importance in The required readings are
in a small collection of photocopied materials and two books -- First
Peoples by Colin G. Calloway and A Zuni Life by Virgil Wyaco. All three items are available for purchase at
the University Bookstore. Graded Writing
Assignments and Examinations You will write three short essays that respond to questions about assigned readings. The due dates are February 2, February 23, and March 12. Instructions for each essay will be available well in advance of the due date. You will also demonstrate your understanding of readings and class discussions in two exams. The final exam will concentrate on material covered after the first exam but may also ask you to apply lessons from the entire course. Section Meetings and
Class Participation Section meetings and
in-class activities are so vital to your learning that twenty percent of your
course grade will be based on your participation, which will include frequent
writing exercises as well as discussion.
We will grade the exercises on a credit/no-credit basis. Some may be spur-of-the-moment quizzes or
other tasks that take place during sections or at the general class
sessions. To receive credit for an
exercise, you must show that you have made a good faith effort to fulfill the
assignment to the best of your ability.
The number of credits you earn this way will be a substantial factor in
your participation grade. Sections contribute to your
learning in several ways: by providing opportunities to ask questions about
lectures, readings, and assignments; through other activities that are designed
to deepen and test your grasp of readings and lectures; by allowing you to
practice the skills needed to write good exams and papers. The keys to a high participation grade are
faithful attendance, preparation, completion of all the exercises, eagerness to
learn, and communication with the instructors.
Grading Grades for papers, exams,
and section participation will contribute to your course grade in the following
proportions: First two papers – 15% each Third paper -- 20% Exams
-- 15% each Participation
-- 20% You will receive a handout
explaining the criteria we use to grade papers and exam essays. Because a failure to meet a paper deadline
will hamper your progress in the course, we will deduct points from your paper
grade for missing the deadline without prior permission -- half a point for the
first day the paper is late and a full point after that. Ordinarily, we will not accept a paper more
than a week after the due date. Exams will ask you to
analyze information discussed in class meetings as well as readings, and class
discussions will cover material not
contained in the readings. Therefore, to
do well on exams, you must attend all classes and take thorough notes. If your grades on papers
and exams improve steadily as the quarter progresses, we will add points to
your calculated course grade, commensurate with the degree of improvement. This is one of several reasons you should
take advantage of our desire to help you learn.
Ask questions as needed, tell us when something confuses you, talk with
us if our comments on your work are unclear, and let us know immediately if you
encounter special problems that may affect your performance in the course. Course Website and
E-Post Discussion Board On the internet at
http://faculty.washington.edu/aharmon/AIS201/ais201.html, you will find the
homepage of a website for this course.
It has links to the syllabus, lecture outlines, questions to consider as
you read and prepare for section meetings and exams, instructions for papers,
some of the credit/no-credit assignments, and other announcements or memoranda,
most of which will also be available in print.
In addition, we may post some images and texts from lectures. Also linked to the website
is a Go-Post discussion board where you can enter questions and comments about
readings, lectures, discussions, or other aspects of the course. You can also view and respond to questions
and comments posted by other students or by an instructor. On occasion, we may require you to
participate in a discussion this way.
Instructions for using the discussion board are available at the
site. Lecture and Reading
Schedule After Week 1, you should do
the reading for each week by the beginning of the week. At section meetings, you must have the week's reading material in hand. If we plan to discuss a reading in a general
class session, we will ask you ahead of time to bring it with you that day. WEEK 1 Read Calloway,
First Peoples, 1-51. Jan. 5 -- Introduction to
the course Jan. 6 -- Conceptions of
Indian history Jan. 7 -- Theories of
Indians' origins Jan. 8 -- Tribal origin
stories WEEK 2 Read Calloway,
First Peoples, 52-82, 317-323, and Fowler, "Oral Historian or
Ethnologist?" Jan.
12 -- Learning from Indian historical traditions Jan.
13 -- History from Indian perspectives Jan.
14 -- Indigenous societies Jan. 15 -- European germs
and other baggage WEEK 3 Read Calloway,
First Peoples, 82-116, 140-145, The Narrative of Cabeza de Vaca, and The First Relation of Jaques Carthier
of S. Malo . Jan. 19 -- Jan.
20 -- Early encounters with European intruders Jan.
21 -- Dealing with Spanish colonists Jan.
22 -- Dealing with French and English colonists WEEK 4 Read Calloway, First
Peoples, 119-130, 154-184, 191-205. Jan.
26 -- Commercial trade with Europeans Jan.
27 -- Film: "Gannagaro" Jan. 28 -- Responding to
European ideas Jan.
29 -- Native strategies in the struggle to control WEEK 5 Read Calloway,
First Peoples, 218-275. Feb. 2 -- Relations with
the new Feb.
3 -- Wars, treaties, and more war Feb. 4 -- Western exile for
eastern tribes Feb. 5 -- Emerging ideas
about "Indians" WEEK 6 Read Calloway,
First Peoples, 206-210, 276-282, 290-316, 324-363, and Hurtado, " Feb. 9 -- Exam Feb.
10 -- Impacts of Feb.
11 -- Film: " Feb.
12 -- End of armed resistance WEEK 7 Read Calloway, First Peoples, 372-431, 438-442. Feb.
16 -- Feb.
17 -- Reservations and their critics Feb.
18 -- Indians under Feb. 19 -- Citizen Indians WEEK 8 Read Calloway,
First Peoples, 442-500, and Dahl, "The Feb.
23 -- The Indian New Deal (Second paper due.) Feb.
24 -- World war and the Cold War Feb. 25 -- Termination of
U.S. guardianship Feb.
26 -- Indian militants and lawyers WEEK 9 Read Wyaco,
A Zuni Life, Preface and 1-104, and excerpts from Watt, Don't Let the Sun Step over You, coursepack Mar. 2 -- A unique tribal
story Mar. 3 -- Another unique tribal
story Mar. 4 -- And yet another
sort of tribal story Mar. 5 -- Stories of
individual Indians WEEK 10 Read Calloway,
First Peoples, 520-574. Mar.
9 -- Film: "Everything Change" Mar.
10 -- Tribal self-determination Mar.
11 -- Film: "A Gift from the Past" Mar. 12 -- History and
Indian identity (Third paper due.) WEEK 11 Mar.
16 – Exam ( |
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Course Email Last modified: 2/25/2009 9:15 AM |