logo_box Hist270 & Anth215

Native American History and Culture

Course Guide

Semester:	Spring 2016
Instructor:	Dr. J. Kelly Robison
Phone:	566 3240
E-mail:	robisonk@sanjuancollege.edu
Office:	1840 West Classroom Building
Office Hours:	MW 11:30-12:45, 2:30-3:45, TR 1:00-3:45, F 10:00-2:15

http://faculty.sanjuancollege.edu/krobison

Meeting Location and Times

10:00 – 11:15, Tuesday and Thursday, West Classroom Complex 1801

Course Description

This course is a survey of American Indian history and culture from earliest times through the present. We will pay close attention to Indian-European relations and cross-cultural contact.

This course presents an opportunity to think critically about the issues that shaped the past and how that past affects the present. Additionally, students can explore history and begin to understand the ways in which historians address the past. Finally, the course will encourage students to develop better reading, writing, studying, and analytical skills.

Although primarily a lecture course, students should prepare for class by reading assignments and are strongly encouraged to ask relevant questions and seek clarification of any ambiguities that may arise.

Prerequisites

English 111

Required Text

· Calloway, Colin G. First Peoples: A Documentary Survey of American Indian History. Fifth Edition. Boston: Bedford/St. Martin's, 2016.

Course Requirements

Students will do the following activities:

Culture Study – 50 points

Pick one native group (tribe, nation, band, etc.). In one page, briefly describe the cultural elements of that group.

o Use bullet points, not a narrative.

o Cite your sources.

o Use a standard, 12 point font.

Exams – 100 points each

There will be two exams, a mid‑term and a final. The exams will consist of one essay question, though you will have a choice of several questions. Both exams are worth 100 points. Study guides will be provided at least a week prior to the exam date. Please buy bluebooks at the bookstore for the exams.

When you write an essay exam, assume that the person who is reading the essay knows nothing about the topic you are discussing. Simply mentioning is not explaining ‑‑ be thorough. Use a formal essay construction when you write. This means having an introductory paragraph that has a thesis statement and sets up the rest of the essay. The body of your essay should offer factual evidence that proves your thesis. A concluding paragraph sums up what you have written.

Research Paper – 100 points + 25 points + 25 points

You may pick any topic that interests you, provided that it deals in some way with U.S. history until 1865. The paper exercise will consist of three stages. Each stage is due in class on the date given in the schedule. This exercise is worth a total of 150 points.

Note: Do not choose a person as your topic.

Topic statement and bibliography‑ 25 points

· Submit a one-page paper (typed) with your topic. More importantly, ask a historical question that you will answer in your paper. Also submit full citations for at least eight sources. No more than three of those sources may be web sites.

Final draft ‑ 100 points

Research Paper format:

· Write five double‑spaced, typed pages of text (not including notes and bibliography)

· Use standard 12 point font.

· In the introduction state a thesis.

o In the body of the paper present evidence that supports this thesis.

· Use Chicago‑style notations (footnotes).

· Do not use quotes except those from the time period in question that are highly relevant to your topic.

· The bibliography may not include encyclopedia, textbooks, or other general references.

o Not more than a third of all references may be from internet sources. If Internet sources are used, then each internet source must be accompanied by a brief statement (three or four sentences) evaluating the reliability of the source.

Plagiarism:

Plagiarism is presenting the work of someone else as one's own. Honesty requires that any ideas or materials taken from another source for either written or oral use must be fully acknowledged. The offering of material assembled or collected by others in the form of projects or collections without acknowledgment is also considered plagiarism. Any student who fails to give credit for any ideas or materials taken from another source is guilty of plagiarism NOTE: A paper that has been plagiarized will receive '0' points.

San Juan College has strict guidelines for Plagiarism and other forms of Academic Dishonesty. You may find those guidelines here: http://www.sanjuancollege.edu/documents/Academic%20Honesty%20Rules%20Final.pdf

Late Assignments

Please note that no late papers will be accepted and exams must be taken on the exam date unless prior arrangements have been made. The scheduling of make‑up exams is completely at the discretion of the instructor. Note: A grade of Incomplete will be given only if the student has completed at least three‑quarters of the assignments and cannot complete the class‑work due to unavoidable circumstance.

Additional Requirements for Honors Students (Section 0H1)

Select two primary documents. The document analyses should be no more than one page in length. There is no need to attach a cover sheet, simply put your name at the top of the paper. The title of the document being analyzed should be at the top of the paper as well. Use standard fonts of standard size. Each analysis is worth 25 points. See the schedule for due dates.

First, briefly describe the content of the document, noting the time in which it was written, its general theme or themes, the author (where appropriate) and other factual material that seems appropriate to mention. This is the easy part. All you are doing in this section is summarizing what the author has to say.

Second, and this is the more difficult section, compare or analyze this document to the appropriate section of the text, noting how the document illustrates, amplifies, or explains textual themes or narrative. Don't bother trying to find the particular document in the text. Oftentimes the documents are not mentioned by name. You do have to read the text book though. What you are trying to do is set the document within the context of the times. Why is this document important? How does it help to explain a certain time period?

Participation and Attendance Policy

Poor grades are a reflection of poor class attendance. Regular class attendance is expected and roll will be taken every day. Students are allowed five absences after which the final grade will be affected. If a student has five absences, then that student's final grade will be no higher than a C. If a student misses seven class periods, the final grade will automatically be an F. There will be no distinction made between excused or unexcused absences.

Other Classroom Policies and Expectations

In order to minimize disruptions to your fellow students, please be in the classroom when the class starts and stay through the entire period. Talking in class is also a disruption unless it is for the good of the entire class. If you must use the bathroom or make a phone call, either get those things done before class or after class, not in the middle of class. Also, please turn cell phones off when you enter the classroom.

Grading

A student's grade for the course will be based on the total number of points of the possible 350. There is no curve.

A= 315 - 350 Superior work which is not only accurate and complete, but also insightful and comprehensive; it demonstrates the ability to make critical judgments on one's own part and skill in justifying such positions.

B= 280 ‑ 314 Above average work which is accurate and complete, but also shows the ability to correlate facts and judgments involved in different "compartments" of a topic as well as indicating some development of a critical perspective.

C= 245 ‑ 279 Average work which is accurate, but somewhat incomplete, lacking the fuller developments of above average work.

D= 210 ‑ 244 Below average work which is inaccurate and incomplete, but indicates some effort to deal with the issues at hand.

F=under 209 Inadequate work which is inaccurate and incomplete and fails to fulfill the assignment.

Key Dates to Remember

2 Feb - Workshop ‑ Writing the Research Paper

9 Feb - Topic Statement & Bibliography Due

17 Feb – Culture Study Due

15 Mar (tentative) - Mid‑Term Exam

17 Mar – Honors Papers Due

22, 24 Mar – Spring Break, No Classes

29 Mar - Research Paper Due

5 May - Final Exam

Semester Calendar

We will generally spend approximately two weeks on each Unit, though four weeks on Unit 1.

Unit 1 – Native American History to 1492

Calloway, Ch. 1

Unit 2 – The Invasion of America

Calloway, Ch. 2

Unit 3 – Natives in the Late Colonial Era

Calloway, Ch. 3

Unit 4 – The Early National Period and Removal

Calloway, Ch. 4

Unit 5 – US Expansion and the Indian West

Calloway, Ch. 5

Unit 6 – The Era of “Reform”

Calloway, Ch. 6

Unit 7 – Natives in Modern America

Calloway, Chs. 7 & 8

College Policies

The following information also applies to your work in this class.

1. Academic Accommodations—American with Disabilities Act (ADA)

If you believe you need academic accommodations due to physical or learning disabilities, you are encouraged to inform me as soon as possible. If you have special needs for campus emergency situations, please inform me immediately. You can also contact the college’s disability advisor in the Advising/Counseling Center at 566-3271. The counselor can work with you in verifying your disabilities and developing accommodation strategies.

2. The Family Educational Rights and Privacy Act (FERPA)

Your personal information and grade are confidential. Aside from routine reporting to the college required for this course, I will not share such information with anyone unless I have your permission.

3. Academic Honesty Rules

San Juan College expects all students to adhere to the Academic Honesty Rules as posted online: <http://www.sanjuancollege.edu/AcademicHonesty>. These are the official guidelines for all classes at San Juan College (July 2006).

4. Student Conduct Statement

College is preparation for professional opportunities, and professional conduct is expected in courses, including online classes, as well as any written communications, and interactions with members of the college community. As part of our learning community, students are expected to interact and communicate in a mature, respectful, thoughtful, and supportive manner. Students who demonstrate disrespectful, hostile, belittling, bullying or other disruptive behavior will be subject to potential consequences and possible dismissal from the college. The college will take appropriate action when students demonstrate threatening behavior (to others or self). Students should refer to the Code of Conduct in the Student Handbook for additional information.

Student Safety

· Keeping students safe is a priority, and part of that is ensuring that we have the ability to communicate emergency messages – whether for school closures due to weather or for more or urgent situations. Rave is San Juan College’s emergency messaging system. Through your SJC student email, you will automatically receive email messages, however, it is also vital that you receive text messages. In order to receive the messages, you must register with Rave. This is a simple process and can be done at www.sanjuancollege.edu/campusalerts. When registering, please make sure that your mobile status is “confirmed.”

· The Department of Public Safety is available 24 hours per day. In an emergency, they can be accessed by calling 215-3091 or 566-3333.

· In the event of an emergency, a Rave message will be sent, and depending on the situation, you will be instructed to do one of the following:

- Evacuate the building

- Shelter in place (Campus doors are locked, and operations continue as normal. During this situation, no one other than law enforcement is allowed in or out of the campus.)

- Lockdown (Campus doors are locked. All operations cease, and you should take cover in your immediate area. No one other than law enforcement is allowed in or out of the campus.)

Hist270 & Anth215 – Native American History and Culture 3 Credits

SYLLABUS

CATALOG DESCRIPTION
Introduces the history and culture of Native peoples of North America from earliest times to the present. The course will examine culture change and the interaction of native groups with each other and European peoples. Contemporary priorities and ongoing concerns are also examined.
	Prerequisites:	ENGL099 and RDNG095 or appropriate Accuplacer Reading and English scores.
	Semester Offered:	Fall/Spring/Summer

Course Learning Outcomes

Upon successful completion of the course, the student will have…

GENERAL LEARNING OBJECTIVES

1. knowledge of historical events

2. an understanding of the causes and processes involved in the growth and development of cultures over time

3. an awareness of the function of change and continuities in past societies

4. an understanding of the historical roots of the contemporary world.

5. an appreciation of the study of history

6. an understanding of historical methods

SPECIFIC LEARNING OUTCOMES

Upon successful completion of the course, the student will be able to …

1. knowledge of historical events

1.1. analyze and discuss coherently the major themes in United States history until the end of the Civil War including:

1.1.1. the means and methods of colonization

1.1.2. the development of slavery and the subsequent battle against this institution

1.1.3. the development of American political institutions

1.1.4. the foundation of the American political system underlying the Constitution

1.1.5. the reasons behind the War of Independence

1.1.6. the growth the of plurality in the English American colonies and the United States

1.1.7. the economic development of the United States from colonial beginnings through early industrialization

1.1.8. the westward expansion of the American people

1.1.9. the causes and key events of the Civil War

2. an understanding of the causes and processes involved in the growth and development of cultures over time

3. an awareness of the function of change and continuities in the past

4. an understanding of the historical roots of the contemporary world.

4.1. will understand the relationships between the institutions, conflicts, and values of today as the legacy of our predecessors

4.2. will express their understanding in papers and classroom discussion

5. an appreciation of the study of history.

5.1. will enable students to relate events of the past to their own lives and times.

5.2. will appropriately use these concepts in tests, papers, and in classroom discussion