v. 08-21-14-3P

 Indians of North America

 

 

Anthropology E-320/Anthropology E-521/MSTD A560

Fall 2014

No images printable version

 

Dr. Larry J. Zimmerman

ANTH E-320 Sec 27725

ANTH E-521, Sec 29326

MSTD A-560 Sec 32502

1:30 PM-2:45 PM   T/TH, CA 411

Office: 433 Cavanaugh

Telephone: 317-274-2383; Fax:  317-279-2347; E-mail:  larzimme@iupui.edu or use OnCourse mail (preferred)

Office Hours: Generally Tues and Thur 3-4 PM; Tues 10 AM-Noon; Wed 10:30 AM--Noon.  I'm usually available immediately before and after class; other hours by appointment. I am available many other times throughout the week, so if you are in CA, feel free to stop in. However, if you are making a special trip, it’s wise to call ahead. I will try to be in during my scheduled office hours, but sometimes have to leave for other obligations.  If you are having trouble finding me, do send an e-mail or catch me at class.  E-mail is the single best way to make contact if you need assistance: larzimme@iupui.edu or OnCourse mail.

Syllabus: I reserve the right to change any aspect of this class, but will never do so capriciously. I do not consider the syllabus to be a “contract,” only a guide. You will not receive a syllabus handout in class. If you want a printed copy, print one on your own or a campus printer. The syllabus on the web site and OnCourse is the official class syllabus, but it will be updated regularly to reflect changing class needs. If there are substantive changes in aspects of exams, grading, and scheduling of assignments, we will discuss them in class and/or by OnCourse announcements or messages with adequate time to adjust your own schedule and plan your work and study time.

Course Description

The intent of this course is to introduce you to the academic study of American Indians and Native peoples. The emphasis is on “introduce because the subject is extremely complex, and in one semester you really will only receive some basics. The perspective to be taken here is one of scholarship, not an approach that is personal or political, though certainly these approaches will enter into lectures, readings, videos and discussions. You'll be looking at the way in which academic disciplines have examined American Indian and Native cultures, traditions and histories. The viewpoints primarily will be from anthropology, but perspectives also will come from museum studies, literature, history, law, political science, and a range of other disciplines.

Red Cloud adPrinciples of Undergraduate Learning:

Although this course supports PULs 2-5 in many ways, this course is designed primarily to support PUL 5, Understanding Society and Culture, to extend your ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience.

Understanding society and culture will be demonstrated by your ability to:

1. compare and contrast the range of diversity and universality in human history, societies, and ways of life;

2. analyze and understand the interconnectedness of global and local communities; and

3. operate with civility in a complex world.

 

Principles of Graduate and Professional Learning:

1. Demonstrating mastery of the knowledge and skills expected for the degree and for professionalism and success in the field

2.Thinking critically, applying good judgment in professional and personal situations

3. Communicating effectively to others in the field and to the general public

4. Behaving in an ethical way both professionally and personally

Principles are almost always stated in a general way, but specifics appear related to Native American studies in numerous forms in the readings, lecture, and video material in this class,

Objectives

 . To examine the perspectives of diverse scholarly disciplines about American Indian and Native peoples.
2. To examine and understand issues related to representation of American Indian and Native peoples, especially image and stereotype creation, but also concerns about self-representation and authenticity.
3. To examine the contribution of American Indian and Native peoples to world cultures.
4. To survey the diversity of American Indian and Native culture from pre-Contact into the contemporary period.
5. To examine contemporary issues.

 

Course Web Site

The web site that supports this course is located at http://www.iupui.edu/~mstd/e320. It will expand in material and resources as the class progresses. Please look at the site soon.  You can link to it from the class pages on the OnCourse system. On the site you’ll find the class announcements with shifts in the schedule, a course syllabus with hot links, details on activities, assignments & projects, lecture notes, video guides, links to pages of annotated web sites in support of particular class topics, and assorted other materials.  The web site is meant to assist your learning in the class. Use it as much or as little as you choose.

 

OnCourse

 

We will be using OnCourse for basic class communication, some readings and other passworded files, and for small individual and collaborative projects. It will be extremely important for announcements, especially   last minute changes to schedule or assignments and for upcoming events.

 

Regarding the use of E-mail

 

E-mail, including OnCourse Messages, is the official classroom communication medium at IUPUI. You must use it for receiving or sending important classroom-related information. For assignments and the like, I prefer you use the OnCourse Message system, which comes to my e-mail as a daily digest, but if you need a more rapid response you may use my IUPUI e-mail address (larzimme@iupui.edu).  I sometimes hear students comment that they don’t read their e-mail or that their IU/IUPUI e-mail inbox is full, or that someone hacked it, or that they only text. If there is a problem with your e-mail address, contact the UITS help desk to get things fixed. I also urge you to use your official IUPUI/IU e-mail address when you send me messages. If you send with a yahoo, gmail, msn, or similar e-mail, the IUPUI e-mail system frequently filters them right to the junk/spam file. I check that about once a week. If you have e-mailed something important with a non-IUPUI/IU e-mail address and haven’t gotten a response by the time you thought you should, send it again using your IUPUI account. A word to the wise: sometimes, for who knows what reason, even IU/IUPUI e-mails get filtered out. You might wish to check your own junk/spam file occasionally!

 

Class FormatSports Mascots protest Cowering Caucasians sign

Class will generally be based around lecture, discussion, and activities. Part of at least one class each week will be devoted to group discussion or other group activities. You will see several videos in class; in fact the last third of

Grading: Undergraduates

Your course grade will come from 6 activities as discussed below. You may earn up to 300 points (not counting extra credit), and you will be graded according to the point structure below.  Graduate students have additional assignments, but must also complete these activities. On all written work, quality is always considered more important than quantity; suggested paper lengths are just that—suggestions!

Midterm Exam: You will have a take-home midterm examination worth 50 points. The exam will consist of short identification/significance and brief essay questions. On essays, the best answers will use examples from the assigned readings, as well as from videos, lectures or discussions (the best ones will use reading examples). Examples should be carefully used, explaining the context of the example and its relevance to the questions. Make up midterm exams will be completely essay based. See the Exam page on the web site for more information.

Final Exam: You will have a take home final exam worth 100 points. The final exam will consist of essay questions of varying point value. On essays, as noted for the midterm, the best answers will use examples from the assigned readings, as well as from videos, lectures or discussions (the best ones will use reading examples; it’s the only way I have to find out if you’ve read anything!). Examples should be carefully used, explaining the context of the example and its relevance to the questions.  See the Exam page on the web site for more information.

Report and critically review a book: You will choose one of the two books listed in the in the “Choose only one of the following:” section of the “Textbook and Other Readings” discussed below. These books are especially current and discuss issues we’ll talk about in class. Any of the books should make for interesting reading. You will write a 4-5 page report of your book, summarizing the key elements of the book, but you will also try to connect the book critically to other materials you’ve gotten in class and assess how well you think the book met its stated goals. This review is worth 75 points This review is worth 75 points (approximately 20 for the summary, 25 for linking books to in-class materials, 25 points for your assessment of the book, and 5 points for writing, organization, grammar, and the like). Check the Book Review page for more details.

Three small blog projects: You must complete three small “hands-on" projects about Native American representation worth up to 75 total points. The assignments are listed on the syllabus with due dates for each. You will report your project results using the blog tool on the OnCourse web site. You may work with another student or group of students, but the product should show in quantity the efforts of the total group. That is, if you are to write about 5 YouTube videos as in Assignment 1, if two students worked together, I would expect approximately 10 videos or more detailed analysis on slightly fewer. All who work together will receive the same grade no matter how much work they put in relative to the others. Each project is worth 25 Points.

or in place of one of the blog projects,  volunteer to work on Native American Month activities with the American Indian Programs Office and the Native American Student Association (information will be forthcoming).

“Roll your own grade”: If you don’t like what you see above, you may contract with me to construct the way you wish to be graded. See the Roll Your Own Grade page on the web site for details and ideas. NOTE: Even if you choose a “Roll you own grade” option, you must still do the three small blog projects!

 Final grades will be calculated using your total accumulated points according to the following scale:

 

295 or above =A+
285-294 = A
284-280 = A-
279-275= B+
274-270 = B
269-265= B-
264-260 = C+


259-250 = C
249-240 = C-
239-230= D+
229-220 = D
219-210= D-
209 or lower = F

Some observations about grading:

·         There are no in-class exams so this should remove some of the pressure for testing.

·         Take home exams and project-type activities mean that you should proofread carefully, use your spell and grammar checkers in your word processor, and spend adequate time organizing. I don’t usually deduct for minor errors, but sometimes poor syntax obscures your meaning. For example, if you use pronouns (especially  it, they, their, them) and don’t make the antecedent of the pronoun clear, a reader may not know to what the pronoun refers.

·         Choose and use examples carefully.

·         This is not a difficult class or grading scheme, with extra credit options for undergrads. Thus, when it comes to the final grade, don’t try to get me to raise your score by a point or two so you can get a higher grade. Take care of that part by doing the extra credit!

Undergraduates Only: Extra Credit Points

You have several opportunities to raise your score, up to 20 points.  Just doing the projects doesn’t guarantee 20 points. Quality is important! See the Extra Credit page to see how many points you can earn for particular activities.

Notebooks: You will prepare a notebook or electronic portfolio (such as a web site, Evernote, OneNote, or similar app folder or CD-ROM) on topics related to Native Americans. These can be articles from newspapers or magazines (caution: do not clip articles from Library magazines. If you do, you will incur severe penalties!), lecture notes, answered questions on film study guides, and any other materials you find interesting or relevant about American Indians. Up to 20 points can be earned. The idea is for you to work on this during the entire class. Don’t just “throw it together” at the last minute. That will be very obvious, and the number of points you earn will be small. You can’t wait till the last minute to do the notebook and expect to get the full extra credit! For more information, check the Extra Credit page on the web site for additional information and ideas..

Additional Films: You may analyze additional films using the format noted on the extra credit page. Post them on the Blog and e-mail a copy to Zimmerman.

Attending American Indian-related events: During the semester there are usually several Native American-focused events in the city. These may be as variable as lectures, film screenings, concerts, or museum exhibitions. Pay attention especially during November, which is Native American Month. I will announce the ones I notice on OnCourse or in class. You need to attend and write a 1-2 page review. Post it on the OnCourse Blog and e-mail a copy to Zimmerman. Credit is variable depending on the nature, duration of the event, and the level of your analysis or review.

Contributing to the Native American Misrepresentations web site (http://nativeamericanmis.info):  Develop a "factoid" for the web site. A factoid is something fictitious or unsubstantiated that is presented as fact, devised especially to gain publicity and accepted because of constant repetition. Up to 10 points depending on quality. You job here is to list the factoid, then provide a brief paragraph on why it is wrong and provide a correction for it with at least one reputable source. Good ones will become part of the web site.

Grading: Graduate Students

Graduate students will attend the same lectures at undergraduate students and are expected to participate in class discussions. You will take the midterm and final exams as structured above, as well as write the book review. You will also read an additional book, Decolonizing Museums: Representing Native America in National and Tribal Museums, more specifically geared to the current status of anthropological studies of Native Americans. On a weekly basis, soon after midterm, we will have a separate discussion of this book and other course issues you wish to raise. Please look at your schedules and be ready to find a time that might work for all of us. Usually, the most convenient time has been right after class, but it can certainly be at another time.  We will not start these meetings until mid-October. Your grades in class will be more subjective than those of the undergraduates, though point structures will be similar for exams and book reviews. Your discussions on the extra book will have a less structured grade. If you are concerned about this, do ask.

 

An alternative to the 3 blog projects, you may write a single, longer blog with a significant research focus and citations, something on the order of” The Status of Native American Military Veterans” or The Role of Native American Women in the Origins of NAGPRA” or a choice of topic related to class. (Note: I prefer you do something like this rather than three less significant blogs.)

Textbook and Other ReadingsJust signed a treaty cartoon

All texts are available in the B & N Bookstore in the Campus Center. However, they are also available online from Amazon , CheapestTextBooks, and numerous other used textbook sellers online.  I list the current Amazon prices, but this is only for price comparison and is not an endorsement of Amazon. Several will be available in IUPUI Library (they are not on Reserve!) and some public libraries. Note: On my own book, Sacred Wisdom of the American Indians, I was paid up front for writing the book and therefore I make no royalties by assigning it to you.

For Anth E-320, ANTH E-521 and MSTD A-560

 

1600s woodcut of Indian village with longhousesRequired of all students:

Everything You Wanted to Know about Indians But Were Afraid to Ask. Anton Treuer. Borealis Books. ISBN-10: 0873518616  ISBN-13: 978-0873518611   Note: Available as a Kindle book for just under $8  

Sacred Wisdom of the American Indians.

Author: Larry J. Zimmerman.   ISBN-10: 1780280130, ISBN-13: 978-1780280134,  

Publisher: Watkins Publishing Co.   Note: Only hardbound available, but several online booksellers offer very inexpensive used copies  (new book retails at  $25), Eiteljorg Museum Gift Shop usually has copies.

 

Indians in Unexpected Places

Author: Philip Deloria ISBN: 0-700-61344-7

Publisher: University Press of Kansas Note: Many used copies available from Amazon and other sources. New price about $14 +shipping

 

All students must choose only one of the following:

 

The Rez Road Follies: Canoes, Casinos, Computers, and Birch Bark Baskets

Author: Jim Northrup ISBN: 0816634955

Publisher: University of Minnesota Press Note: Many used copies available from Amazon and other sources. New price about $14 +shipping from Amazon

 

They Treated Us Just Like Indians: The Worlds of Bennett County, South Dakota

Author: Paula L. Wagoner ISBN: 0803298307

Publisher: University of Nebraska Press Note: Many used copies available from Amazon and other sources. New price about $19 +shipping from Amazon

 

All grad (Anth E-521 or MSTD A560 ) students will also read

Decolonizing Museums: Representing Native America in National and Tribal Museums. Amy Lonetree  ISBN: 0807837148  University of NC Press.    Note: New copies list for about $22.50 plus shipping on Amazon and a Kindle version is abut $15.50

 

Additional readings to be posted on OnCourse or added to the syllabus. Most are relatively short and web based.

 

Highly recommended for graduate students (but not required!)

A Companion to the Anthropology of American Indians

Thomas Biolsi (Editor)

Wiley-Blackwell Publishers, Paperback ISBN-10: 9781405182881 ISBN-13: 978-1405182881 Note: Many used copies available from Amazon and other sources. New price about $52 +shipping from Amazon. We will read a few of the chapters as additional readings. The book may be the most up-to-date on where anthropology now stands in relation to American Indian studies.

 

Tentative Lecture, Reading and Exam Schedule

Following is a loosely arranged lecture and reading assignment schedule.  Note well:  I reserve the right to change the schedule based on class needs, illness, additional guest speakers, or other factors. In fact, I can just about guarantee changes after Midterm!

 The following schedule is tentative and may be changed by the instructor based on assessment of class needs or interests. If a change will have an impact on deadlines, you will be given substantial notice. 

Your readings are keyed below by abbreviations as follows:

SW=Sacred Wisdom of the American Indians, EYW= Everything You Wanted to Know about Indians But Were Afraid to Ask, UP=Indians in Unexpected Places

OC=readings and other resources in OnCourse Resources, organized by week

Please notice that the class is organized around seven topics to cover in 30 classes over 16 calendar weeks (No class on Fall Break/Thanksgiving), thus each topic will be about two weeks in length, though some will be shorter or longer than others. The lectures listed are sometimes more than one class period long as noted. Readings are given by topic, not class period. Web lecture notes may cover more than one class period. Bold dates indicate assignments due or exams.

Some PowerPoints and/or lecture notes are linked through the topic title to the class web site.

Date

Topic

Readings & Assignments

Week 1

Aug 26

Introduction

A sensitive, desensitizing exercise on stereotyping and "factoids"

Video: Watch  "Bad Indians" by Ryan Red Corn (be sure to read the poem either on YouTube or in OnCourse Resources Week 1)

Week 1

Aug 28

TOPIC 1:  Creating Images; Recognizing Stereotypes; Considering Authenticity

 What's in a Name?

Readings: SW, pp. 6-7; pp. 8-31  EYW, pp. 1-14

Week 2

Sept 2

Race, Ethnicity, Stereotypes, and American Indians

Readings: EYW, pp.15-38;

Week 2

Sept 4

YouTube Indian Stereotypes activity

Readings: EYW, pp. 39-67; SW pp. 296-303 & 308-309

See assignment 1 on Week 2 OC Resources; YouTube Indians Stereotypes Assignments and Zimmerman Blog entry. 25 points  Due on September 12.

Week 3

Sept 9

In Whose Honor? and additional material (video shown in classroom)

 See video guide for film

 

Some web materials to read/watch

http://thesocietypages.org/socimages/2008/09/22/some-native-american-sports-mascots/

http://sitemaker.umich.edu/daphna.oyserman/files/frybergmarkusoysermanstone2008.pdf

http://www.aistm.org/fr.2002.of.polls.htm

http://www.apa.org/pi/oema/resources/indian-mascots.aspx

Some Comments on Indian Sports Mascots and In Whose Honor?

Presumptions and Portrayals: The Education of Charlene Teters

Read a range of opinions about the Washington Redskins controversy collected by Indian Country Today

And from the Onion, Report: Redskins’ Name Only Offensive If You Think About What It Means  (short, sad/funny parody)

 

 

Week 3

Sept 11

White Shamans and Plastic Medicine Men  (video shown in classroom)  See video guide

Readings: UP, whole book

Listen to Exposing Fraudulent Indians on Native America Callling OnCourse Resources Week 3

White Shamans, Plastic Medicine Men is also available on YouTube at https://www.youtube.com/watch?v=19JAMhAzXms

Week 4

Sept 16

Topic 2:  Indians as Objects of Study

Some Concerns and History about Studying Indian People

 Continue reading UP

Week 4

Sept 18

Recognizing and Understanding Diversity: Culture Areas, Diffusion, and Change Through Time

Assignment 1 Due by start of class

Readings: SW pp. 32-73

 

Start on  Assignment 2 discussed on Week 5 OnCourse Resources or OnCourse Assignments   Due on October 1

Week 5

Sept 23

Sept 12 lecture concluded.

 

Interlude 1: What’s so funny? Indian Humor

Readings: SW pp. 74-251; EYW, pp. 68-85

 

 

 

Some fun: The 1491s—I’m an Indian too, (Filmed at Indian Market, Santa Fe, 2012)

Week 5

Sept 25

Topic 3: American Indian Diversity from Prehistory to Colonization

Archaeology's Story of American Indian Origins, Part 1

PowerPoint: comprehensive PowerPoint for  Sept 19-Oct 1 can be found in OnCourse Resources for Week 6

Week 6

Sept 30

Lost Civilizations of North America

video

5 Readings in OnCourse Resources Week 6 about this video

Week 6

Oct 2

Archaeology's Story of American Indian Origins, Part 2

PowerPoint: comprehensive PowerPoint for  Oct  2-Oct 7 can be found in OC Resources for Week 6

Week 7

Oct 7

continued

Assignment 2 Due by Start of Class

Week 7

Oct 9

Topic 4: Questions of Policy and the Impact of Colonization

The Indian Wars (video)

Reading: McDonald, J.D., Larry J. Zimmerman, A.L. McDonald, William Tall Bull, and Ted Rising Sun, 1991, The Cheyenne Outbreak of 1879: Using Archaeology to Document Northern Cheyenne Oral History. In R. Paynter and R. McGuire (eds.), The Archaeology of Inequality. Oxford: Basil Blackwell. pp. 64-78. OC Resources Week 8

Week 8

Oct 14

Interlude 2: Plains Indian Resistance to sites of conscience (PowerPoint available in OC Resources Week 8)

Exam 1 posted

Readings: Zimmerman, Larry, 2007.Plains Indians and Resistance to “Public” Heritage Commemoration of Their Pasts.’ In, Cultural Heritage and Human Rights. edited by H. Silverman and D. Fairchild Ruggles, Springer. pp. 144-158. OC Resources Week 8

Week 8

Oct 16

Culture Change and Reservation Life

Exam 1 due  

 

Read a  book  listed above in “Choose only one of the following:” category of readings  

Week 9

Oct 21

Fall Break

 Fall Break—No Class

Week 9

Oct 23

 

 

Week 10

Oct  28

Western Tribal Responses to Colonial Subjugation: Religious Salvation and Ideological Syncretism

 

Week 10

Oct 30

Our Spirits Don’t Speak English: Indian Boarding Schools (video)

 Readings: EYW, pp. 138-145

Week 11

Nov 4

The Matter of Treaties

Lighting the Seventh Fire (video)

Book Review due by start of Class

 

 

 

 

Week 11

Nov 6

Start on Assignment 3 as  discussed on Week 13 OnCourse Resources or OnCourse Assignments

 

 

Week 12

Nov 11

The Navajo Code Talkers (video)

 

Week 12

Nov 13

Topic 5: To the Seventh Generation... What the future holds for Indian Country

Indian Humor and On and off the Rez with Charlie Hill (video)

Readings: EYW, pp. 86-13; 146-164

Week 13

Nov 18

Traditional and Contemporary Music

Dances for the New Generation (video)

 

Week 13

Nov 20

Reel Injuns (video)

Representing Indians in Movies

Week 14

Nov 25

American Indian Activism and the Resurgence of Tribal Governments

 Assignment 3 due by start of class

Nov 27

No class

Thanksgiving

 

Week 15

Dec 2

Recovering the Spirit (video)

Readings: SW pp. 252-295

LJZ-AAA Washington DC

Week 15

Dec 4

 

 

LJZ-AAA Washington DC

Week 16 Dec 9

 

 

Week 16

Dec 11

Closing remarks: The future of Indian Country

Any late papers due, including book review. Some points will be deducted if late.

Final exam posted

Final

Tuesday

Dec 16

DUE

Take home final due by 3 PM per official Final Exam schedule

 

Films/Videos: IMPORTANT

You will see several excellent videos or films which directly support the reading material and lectures. As planned, there will be 11 videos, so approximately 1/3 of the class periods. ThisGreat Serpent Mound just north of Cincinnati means that I consider the material in the films to be important and content is testable. Films make especially good examples for essay exams.  You will find a study guide for some videos we see, linked from the class web site. Generally films/videos will be shown as listed on the schedule, but if there are changes, they will be announced at least one class period ahead. If you can, look at the video study guide before seeing the video. If you can’t, please look at it as soon as possible afterwards. Note well: You should take notes during films as you would during lectures; they are not being shown for entertainment. Some students believe that having seen a video in another class that is on the schedule for this one means that you understand it fully and don’t need to attend. I’ve seen some of these videos a dozen or more times and always find something new. Others think that they can watch the videos on their own on YouTube or Netflix, but the majority of them you just won’t find. It is possible to make up some of the videos should you miss by watching them in my office with prior arrangement.

Academic MisconductEarly woodcut of village

All work in the course is conducted in accordance with the University’s academic misconduct policy. Cheating includes dishonesty of any kind with respect to exams or assignments. Plagiarism is the offering of someone else’s work as your own: this includes taking material from books, web pages, or other students, turning in the same or substantially similar work as other students, or failing to properly cite other research. Please consult the University Bulletin’s http://www.iupui.edu/~bulletin/iupui/2010-2012/policies/index.shtml  if you have any questions about what constitutes academic dishonesty. If academic misconduct is discovered, you will lose all credit for that Activity.

Attendance Policy

As Woody Allen says, “Eighty percent of success is just showing up!” This class is the same: to do well, you have to be there.  Because we only have about  30 class meetings, there is a great deal to accomplish. Thus, three (3) unexcused absences will result in a grade reduction of one letter grade, no matter the grade you earn in labs, projects, or exams (think about it: three absences is 10% of the class periods!). Each additional two (2) absences will result in an additional grade reduction.  Excused absences are the usual: illness, emergencies, participation in sanctioned university events, extreme weather that would endanger you. If at all possible, please send me an e-mail or phone if you know you won’t be attending. See the related Administrative Withdrawal statement in the next paragraph.

Administrative Withdrawal 

The School of Liberal Arts supports the IUPUI administrative withdrawal policy. You may find detailed descriptions of standards and policies for administrative withdrawal at http://registrar.iupui.edu/withdrawal-policy.html.  Contact the Anthropology Department Chairperson with questions about Anthropology Department policies, but here is the way it will be implemented in this class.

A basic requirement of this course is that you will participate in all class meetings and conscientiously complete all required course activities and/or assignments. Keep in touch with me if you are unable to attend, participate, or complete an assignment on time. If you miss more than half of the required class meetings activities within the first 25% of the course without contacting me, you may be administratively withdrawn from this course. Example: Our course meets or has assigned activities twice per week; thus if you miss more than four classes or required activities  in the first four weeks, you may be withdrawn. Administrative withdrawal may have academic, financial, and financial aid implications. Administrative withdrawal will take place after the full refund period, and if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If you have questions about the administrative withdrawal policy at any point during the semester, please contact me.

General Comments

Within reason, I will do everything I can to facilitate your learning, but I can only do so much. Ultimately, learning the course material is your responsibility. Please feel free to contact me if you have concerns or issues, but try to remember that I can only bend so far without depriving others students of equal opportunities.  My response to missed classes, exams, or assignments is covered under Other Matters above, but I understand that family or job emergencies can be out of the ordinary. However, if you do ask for special treatment, it will normally come at some additional cost to you in terms of expected amounts of work.

As well, this class will study issues that are socially controversial, such as the debates over sovereignty and sports mascots. Expect that! Sometimes I even play "devil's advocate" to generate responses. If something angers you or disturbs you, raise the issue immediately, and hopefully, in class for discussion. The worst thing to do is to internalize your anger to the level that it prevents you from learning. If you need help with this issue, please see me about it.

A few course evaluations over the years have commented that a “politically correct” or “liberal agenda” have been forced down student’s throats. I don’t think so! We’ll talk more about the political correctness part of this in class, but for starters, consider this: if you know that someone gets angry or feels hurt if you use a particular term they don’t like, do you go ahead and use that term just because you have freedom of speech and the inherent right to use the term? People who care usually don’t. As for the liberal agenda, there is no agenda here except that you learn the history of how Indians have been treated and how many of those things still continue. Do I have opinions? Definitely! But they tend to be educated opinions. For example, we’ll discuss treaties and their constitutional validity and the things federal, state, and local governments do in violation of the Constitution, as well as related issues such as involuntary sterilization of Indian women in the 1970s.  But you don’t have to believe any of it if you choose not to, nor are you required to parrot it back on exams or papers. I actually like people who challenge me and make a good and reasoned case for their views. But a challenge based only on political philosophy is usually a weak one. As Sergeant Friday on Dragnet—an early cop tv show---actually used to say, “All we want are the facts, ma’am.”  (as opposed to “Just the facts, ma’am,” and if you’ve never seen Dragnet, it was a classic.)

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