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This course is designed to introduce students to the major events, issues, and themes in Native American history from 1830 to the present day. The goals of the class are to show the diversity of Native histories and cultures, but also the shared experiences that have shaped them over time, and to introduce basic concepts such as self-determination, sovereignty, and treaty rights. We will focus on the themes of resiliency and survival and the American Indians as active participants in their own past. Due to time restraints, the course will focus on the lower forty-eight United States, with some examples from Alaska, Hawaii, and Canada. Poslední úprava: Kýrová Lucie, M.A., D.Phil. (13.02.2017)
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Survival, Revival, Sovereignty: American Indian History and Policy Syllabus Gyorgy Toth, PhD, Department of American Studies,CharlesUniversity,Prague
Syllabus subject to change with advance notification by the instructor
Course Objectives and Description: This course is an introduction to the history of Native American - Euro-American relations in the territory of what is now theUnited States. The goals of the course are 1) to give an overview of the major periods and issues of this troubled history; 2) to introduce basic concepts like self-determination, sovereignty rights, Native worldviews and diplomacy, and the Indian land base; 3) to focus on the theme of Native resiliency and agency in the face of fast-changing economic, cultural and political conditions propelled by the overwhelming force of European and Euro-American colonization. At the same time, the course will provide glimpses of Native transnationalism and inter-ethnic and interracial coalition building. This course is recommended for those earning degrees or interested in American Studies, English Language and Literature, Transatlantic Studies, as well as in History. Those in programs such as International Relations and Political Science can benefit from our focus on the history of the peculiar government-to-government relationship between Native nations and the United States government, as well as from an opportunity to learn about the history of the United Nations’ global indigenous rights’ mechanism. Grading Attendance and Participation - 20% Homework Assignments - 30 % Final exam - 20% Final paper - 30%
Pre-Requisites for this Course: Language skills: This course requires English language academic communication skills (reading, writing, speaking) that are advanced. Previous coursework: This is a Masters-level course. In order to take this course, you are required to have completed survey courses inUnited States history. It is a plus if you have done basic course work inU.S. culture (for example, the history of American literature), or any advanced coursework in North American history. Readings are assigned for each class session as listed on the syllabus. Unless otherwise indicated, readings are in electronic form in the Student Information System. Print them out, read them and bring the printed texts to class. Recommended readings may or may not be in the library - you may want to ask the professor about this. Course Structure: In general, each class session of this course will start out with a lecture by the professor that lasts about 20 minutes. The rest of the session will be taken up by in-class discussion of the readings and related topics. This means that for each class, all students will have to have read and bring in printed form the assigned reading (see weekly breakdown of this syllabus). The Workload: This course will hopefully push your limits in terms of how much you read, think, speak and write in English about a scholarly topic. The usual workload at a U.S. graduate school is one whole scholarly book (up to 300 pages) per week per course. Correspondingly, the usual workload is 3+ hours of studying outside of class for each hour spent in class. While this course has somewhat reduced such requirements, this is the minimum amount of work you need to put in for a decent grade. A Note on In-Class Discussion: A significant part of your grade depends on your performance in in-class discussion. This is an important part of higher education in theU.S., and it trains you to boldly speak in public, be a quick thinker, to engage with the issues, and to work on a project as a member of a team. Components of your discussion grade include relevance and number of contributions, and engagement with the class topics. While I understand that engaging in discussion in English may seem daunting at first, I have faith in your skills - if you resolve to do it, you are already halfway done! J Presence and Participation: "Presence" for me means your intellectual as well as physical presence. Always bring the current reading for class in printed form, and always be prepared to discuss it with your peers and the instructor. "Participation" for me means you engaging in discussion and doing the tasks assigned in class, when and where (explicitly or reasonably implicitly) asked. Your contribution is always valued, because you always have worthy thoughts to share. In discussion and debate, show respect to your peers - please feel free to disagree with their opinions, but do not judge them as persons. (For example, do not say "You are too simplistic." Say, "The analytical model you propose is too simplistic, because…" and explain why. E-mail Communication: Please note that - although it is surprisingly fast - e-mail is not a substitute for other forms of communication. Internet worms or broadband problems may not be an excuse for failing to meet course requirements. Any pressing issues (i.e. those that may affect your grades) should be communicated in person and/or in writing (to your professor’s mailbox in the Department) in addition to electronic correspondence. Try to use e-mail only to set up appointments with your instructor to talk about your issues. Academic Fraud is the capital crime inU.S. style higher education. If you copy someone else’s work (including ideas, phrases, sentences or longer text segments) without proper attribution of the source (such as citing the source in MLA, APA, or Chicago stylein your papers, in speaking, or in an exam), so that that someone else’s work is presented as if it is was your own work, you are committing academic fraud (also known as plagiarism). It is relatively easy to avoid committing academic fraud: always cite your sources, and properly attribute a quotation to the author who wrote or spoke those words.) When you are taking an exam, never use a cheat sheet, never look at another student’s paper or ask them for the answers - and never give another student the answers to the exam. Unless you are explicitly told to work in a group, always do the work on your own - you will be graded as an individual by your instructor. You may think that you can get away with academic fraud, but even if only once you are caught, it will give you an indelible "police record" in the academic world. You have seen how plagiarism has recently come back to ruin some of our leading professionals and politicians - it is not worth it!
Unit I: From Encounter to Colonies February 21. Before European Contact Native American civilizations before European contact Neal Salisbury, "The Indians’ Old World: Native Americans and the Coming of Europeans" (29-44) in Albert L. Hurtado and Peter Iverson, eds., Major Problems in American Indian History. Boston, New York: Houghton Mifflin Company, 2001 (2nd edition). "The Iroquois Depict the World on the Turtle’s Back" in Hurtado and Iverson, 24-28. February 28. The Age of Contact and Exploration European visions of Native society and land; discovery and exploration between European and African groups and Native Americans WE SHALL REMAIN DOCUMENTARY ASSIGNMENT GIVEN OUT IN CLASS Excerpts from James Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (New York: New Press, 1995). 8 pages. James H. Merrell, "The Indians’New World: The Catawba Experience" in Hurtado and Iverson, 77-91. "Columbus and the Indians’ "Discovery" of the Spanish, 1492", "Spain Requires the Indians to Submit to Spanish Authority", Jacques Cartier on the Micmacs Meeting the French, 1534", "Powhatan Speaks to Captain John Smith, 1609" in Hurtado and Iverson, 56-62. RECOMMENDED: Screening of "After the Mayflower" (dir. Chris Eyre; part 1 of the documentary We Shall Remain, Public Broadcasting Service: 2009) - February 28, 18:30, room J3006 Building B Jinonice. March 7. The Colonial Period Richard White’s concept of "the middle ground"; the fur trade Williams, "Treaties as Sacred Texts" in Linking Arms Together 40-61 Sylvia Van Kirk, "The Role of Native American Women in the Fur Trade Society ofWestern Canada, 1670-1830" in Hurtado and Iverson, 143-149. "Christien LeClerq (Micmac) Responds to the French, 1677", "J. B. Truteau’s Description of Indian Women on the Upper Missouri, 1794" in Hurtado and Iverson, 138-142. Recommended: Richard White, The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815.Cambridge,New York:CambridgeUniversity Press, 1991. Unit II: From Revolution to Removal March 14. The Revolutionary Era Alliances and the American Revolution Robert W. Venables, "The Founding Fathers: Choosing to be the Romans" (67-106) in Jose Barreiro, ed., Indian Roots of American Democracy.Ithaca,N.Y.: Akwe:kon Press,CornellUniversity, 1992. "Speech of Congress to Visiting Iroquois Delegation, 1776" and "Mary Jemison’s (Seneca) Memory of the Revolution, 1775-1779" in Hurtado and Iverson, 164-165; 167-169. March 21. The Early National Period Colin Calloway, "The Aftermath of the Revolution in Indian Country" in Hurtado and Iverson, 171-181. "Tecumseh (Shawnee) Speaks Out Against Land Sessions, 1810" and "Indian Commissioner Thomas L. McKenney Explains Removal, 1828" in Hurtado and Iverson, 202-204. RECOMMENDED: Screening of "Tecumseh’s Vision" (dirs. Ric Burns and Chris Eyre; part 2 of the documentary We Shall Remain, Public Broadcasting Service: 2009) - March 21, 18:30, room J3006 Building B Jinonice. March 28. Removal and the Antebellum Era TRACING KARL MAY EXHIBITION REVIEW DUE IN CLASS "Overview" (3-47) in Jeanne T. and David Stephen Heidler, Indian Removal: A Norton Casebook. W. W. Norton & Company, 2006 "A Decision on Indian Sovereignty" (112-141) in Jill Norgren, The Cherokee Cases: Two Landmark Federal Decisions in the Fight for Sovereignty. Norman,Oklahoma: University ofOklahoma Press, 2004 RECOMMENDED: Screening of "Trail of Tears" (dir. Chris Eyre; part 3 of the documentary We Shall Remain, Public Broadcasting Service: 2009) - March 28, 18:30, room J3006 Building B Jinonice. April 4. The Civil War and "The Indian Wars" "Wabasha (Dakota) Explains How Nefarious Trading Practices Caused the 1862 Minnesota War, 1868," Gary Clayton Anderson, "Dakota Sioux Uprising, 1862," "Allen P. Slickpoo (Nez Perce) Reviews the Nez Perce War (1877), recorded 1973," "Ace Daklugie, Charlie Smith, and Jasper Kanseah (Chiricahua Apaches) Remember Geronimo, n[o]. d[ate]," and David D. Smits, "Indian scouts and Indian Allies in the Frontier Army" in Hurtado and Iverson, 277-278; 299-311; 313-316; 320-322; 322-332. RECOMMENDED: Screening of "Geronimo" (dirs. Dustinn Craig and Sarah Colt; part 4 of the documentary We Shall Remain, Public Broadcasting Service: 2009) - 18:30, room J3006 Building B Jinonice. Unit III: From Reservations to Termination April 11. The Reservation Era WE SHALL REMAIN DOCUMENTARY REVIEW DUE IN CLASS "Reservations" (228-256) in Stuart Banner, How the Indians Lost Their Land: Law and Power on the Frontier.Cambridge,London: Belknap/Harvard University Press, 2005 Tracy Neal Leavelle, ""We Will Make It Our Own Place": Agriculture and Adaptation at the Grand Ronde Reservation, 1856 - 1887" in Hurtado and Iverson, 333-347 April 18. Indian Citizenship and Reorganization The General Allotment (Dawes) Act of 1887, The Lewis Meriam Report, John Collier, The Indian Reorganization (Wheeler-Howard) Act of 1934, boarding schools and their impact "Luther Standing Bear (Lakota) Recalls His Experiences at theCarlisleIndianIndustrialSchool, 1879," Brenda Child (Ojibwe), "Ojibwe Children and Boarding Schools" in Hurtado and Iverson, 317-319; 360-371 David Wallace Adams, "Beyond Bleakness: The Brighter Side of Indian Boarding Schools, 1870-1940" (35-64) in Clifford E. Trafzer, Jean A. Keller and Lorene Sisquoc, eds., Boarding School Blues: Revisiting American Indian Educational Experiences.Lincoln andLondon:University ofNebraska Press, 2006 April 25. Termination Native participation in World War Two; the Termination policy and relocation programs; legal challenges LIST OF FINAL EXAM TOPICS PASSED OUT IN CLASS "The Twentieth Century" (75-97) in Wilcomb E. Washburn, Red Man’s Land / White Man’s Law. 2nd edition.Norman,Oklahoma:University ofOklahoma: 1995 "Mary Jacobs (Lumbee) Relates How Her Family Made a Home inChicago, n[o] d[ate]," "Ada Deer (Menominee) Explains How Her People Overturned Termination,1974"in Hurtado and Iverson, 429-433 Recommended: Charles Wilkinson, Blood Struggle: The Rise of Modern Indian Nations.New York: Norton, 2005 Unit IV: Revival and the Struggle for Sovereignty May 2. Red Power and Transnational Diplomacy Red Power; The American Indian Movement and its transnational diplomacy TOTH AMERICAN CENTER LECTURE REVIEW DUE IN CLASS LIST OF FINAL PAPER TOPICS PASSED OUT IN CLASS Troy R. Johnson, "The Roots of Contemporary Native American Activism" in Hurtado and Iverson, 472-485 Daniel M. Cobb, "Talking the Language of the Larger World: Politics in Cold War (Native) America" (161-177) in Daniel M. Cobb and Loretta Fowler, Beyond Red Power: American Indian Politics and Activism since 1900. Santa Fe,New Mexico: School for Advanced Research, 2007. "We Won’t Move" and "The Independent Oglala Nation" (18-35 and 194-217, both including photo pages) in Paul Chaat Smith and Robert Allen Warrior, Like a Hurricane: The Indian Movement from Alcatraz to Wounded Knee.New York: New Press, 1996. RECOMMENDED: Screening of "Wounded Knee" (dir. Stanley Nelson; part 5 of the documentary We Shall Remain, Public Broadcasting Service: 2009) - 18:30, room J3006 Building B Jinonice. Recommended: Daniel Cobb, Native Activism in Cold War America: The Struggle for Sovereignty. Lawrence: University Press ofKansas, 2008 May 9. The Self-Determination Era and Sovereignty Self-determination legislation, its discontents Wayne J. Stein, "American Indians and Gambling: Economic and Social Impacts" (146-166), "Images and Icons" and Jane Frazier, "Tomahawkin’ the Redskins: "Indian" Images in Sports and Commerce" (335-346) and ""The Usable Indian": The Current Controversy in Museums" and Dan L. Monroe, "The Politics of Repatriation" (389-401) Dane Morrison, ed., American Indian Studies: An Interdisciplinary Approach to Contemporary Issues. New York, Washington, D.C.: Peter Lang Publishing, 1997 Recommended: "The Director of the Indian Museum Says It's Time to Retire the Indian Motif in Sports" By Leah Binkovitz, American Indian Museum. Around the Mall: Scenes and Sightings from the Smithsonian Museums and Beyond blog. February 6, 2013. http://blogs.smithsonianmag.com/aroundthemall/2013/02/the-director-of-the-indian-museum-says-its-time-to-retire-the-indian-motif-in-sports/ Larry Nesper, The Walleye War: The Struggle for Spearfishing and Treaty Rights.Lincoln andLondon: The University of Nebraska Press, 2002 Poslední úprava: Toth Gyorgy, Assistant Professor, PhD. (24.09.2013)
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