1 HISTORY 108: United States History: The American Indian Experience Course Syllabus, Spring 2016 Section 2384 INSTRUCTOR: Emily Rader OFFICE: SOCS TELEPHONE: , x3757 OFFICE HOURS: Mon. & Wed. 10:00-11:00 and 1:00-1:45; Tues. 2:30-3:30; Thurs. 2:30-3:00. Other times by appointment. I am not on campus on Fridays. (See my full schedule on the last page of this syllabus.) TEXTBOOKS There are 2 books required for this course. You will need the textbook, First Peoples right away. *Colin G. Calloway, First Peoples: A Documentary Survey of American Indian History, 5 th ed. N. Scott Momaday, The Way to Rainy Mountain You will need to have this by Week 7. Note: The ECC Bookstore begins returning unsold books to the publisher around Week 6. Copies of the course books are available for on-campus use in the Reserves Section of the library and in my office. Students must bring FP to every class meeting. ABOUT THIS COURSE Recommended Academic Preparation Students who plan to transfer to a four-year college or university are required to take a survey course in U.S. history. This course is one of several that fulfills this requirement. The History Department recommends that students taking this course (or any history course) should be eligible for English 1A, in order to do well. While this is not a requirement, we encourage students who have tested below this level (ENG 80, 82, 84, ENG C, B, A; ESL 52A, B, C, 53A, B, C) to improve their reading and writing skills before taking a history class. Students need to know the basic structure of a college essay. International students should consult with me at the start of classes to determine whether their English language skills are adequate for this course. We emphasize the importance of students being ready for this course because reading, writing and critical thinking are fundamental skills for learning about history. This class has a lot of reading, some of it well above the freshman level, and there is also a significant amount of writing. STUDENT LEARNING OUTCOMES OR, What should you know by the end of the course? Upon completion of United States History: The American Indian Experience, students will be able to develop and persuasively argue a historical thesis in a written assignment that identifies and explains major social, economic, political and/or cultural historical themes or patterns in American Indian history and apply appropriate historical methods to analyze and use primary and/or secondary sources as evidence to support the thesis. 1
2 COURSE DESCRIPTION History 108 (formerly History 9) United States History: The American Indian Experience 3 units; 3 hours lecture Recommended Preparation: eligibility for English 1A Credit, degree applicable Transfer CSU, UC This course is a survey of the history of the United States with an emphasis on native peoples of North America. Topics include early American Indian societies, the impact of European contact, trade, and colonization as well as the impact of United States political, economic, and social policies on American Indians. Emphasis is placed on the attempts of American Indians to protect their sovereignty and revitalize their societies. Note: This course meets the criteria of the CSU graduation requirement for United States History, Constitution, and American Ideals. COURSE OBJECTIVES Or, what does this course cover? 1. Describe the development of various types of societies from agricultural villages to complex communities using various American Indian societies as examples. 2. Compare and contrast English, Spanish and French goals for colonization, the methods they used and the responses of American Indian societies. 3. Analyze the origins of the Constitution and the political system and ideals of the United States and their impact on American Indian nations and tribes. 4. Analyze the relationship between the development of slavery and the westward expansion of the United States with emphasis on its impact on American Indian societies. 5. Examine the rise of the anti-slavery movement, the growth of tensions between anti-slavery and pro-slavery advocates, and the Civil War in light of sectional differences that also affected American Indian societies. 6. Analyze the development of modern American society involving industrialization, urbanization, immigration, and Americanization, in the late 19th and early 20th centuries. 7. Assess the impact of economic downturns and prosperity on American society, with special attention to American Indians in the late 19 th century and 20th century. 8. Analyze the growth of the United States as an international power in the late 19th century and the 20th century and its impact domestically. 9. Analyze the goals and impacts of movements for political and civil rights in the late 19th through 20th centuries with particular interest on minority groups and American Indians. 10. List and evaluate the goals and results of United States policies towards American Indians during the 19th and 20th centuries. 11. Identify, describe and analyze current social, cultural and economic issues facing American Indians in the late 20th and early 21 st centuries. ADA Statement: El Camino College is committed to providing educational accommodations for students with disabilities upon the timely request by the student to the instructor. A student with a disability, who would like to request an academic accommodation, is responsible for identifying herself/himself to the instructor and to the Special Resources Center. To make arrangements for academic accommodations, contact the Special Resources Center. 2
3 WEEKLY SCHEDULE Notes: (1) Students will complete reading and written assignments before the class meeting on the date listed. (2) This schedule shows the main reading and written assignments. Additional homework will be assigned in class. (3) There will be a short quiz on assigned readings every Tuesday, with a few exceptions, starting in Week 3. WEEK 1 Jan. 19 Jan. 21 Introduction to Course and Learning about History Native American Identity. WEEK 2 Jan. 26 American Indians Today Reading assignments: Native American Identity, FP, Chap. 10, Documents section, Playing Indian and Fighting Mascots. Jan. 28 FP, Chap. 10, Narrative section, pp Native American Identity Paper due. Friday, Jan. 29: Last day to add. Last day to drop and get full refund. WEEK 3 Feb. 2 Feb. 4 American History before Coumbus and American Indians in American History FP, Chap. 1, Narrative section. Complete Chapter Outline (handout) FP, Introduction, and Chap. 1 Docs.: The Iroquois Great League of Peace. WEEK 4 The Invasions of America, Feb. 9 FP, Chap. 2 Narrative Feb. 11 FP, Chap. 2 Docs.: A Narrative of the DeSoto Invasion, and Jesuits and Hurons in New France. WEEK 5 Indians in Colonial Worlds, Feb. 16 FP, Chap. 3 Narrative Feb. 18 FP, Chap. 3 Docs.: An English Treaty and a Penobscot Response, and A Captive with the Senecas. WEEK 6 Revolutions East and West, Feb. 23 FP, Chap. 4 Narrative. Feb. 25 FP, Chap. 4 Docs.: The Revolution Divides the Iroquois and the Cherokees. WEEK 7 American Indians in the New Nation, March 1 FP, Chap. 5 Narrative. March 3 FP, Chap. 5 Docs.: A Double Homicide at Two Medicine. 3
4 WEEK 8 Indian Removal, 1820s-1840s March 8 Cherokee and White Women Oppose Removal, and other items. Graded March 10 Foundations of Federal Indian Law and a Native Response. Class Disc. Bring The Way to Rainy Mountain to class both days. **March Spring Break** **March 19 Midterm Classes begin. WEEK 9 Defending the West, March 22 FP, Chap. 6 Narrative Indian Removal Paper due. March 24 FP, Chap. 6 Docs.: The Sioux, the Treaty of Fort Laramie..., and Chief Joseph s Plea for Freedom. WEEK 10 Defending the West, , cont. March 29 The Way to Rainy Mountain Graded Class Disc. April 1 FP, Chap. 6 Docs.: Sixty Years of Kiowa History both days. WEEK 11 Kill the Indian and Save the Man 1870s-1920s April 5 FP, Chap. 7 Narrative April 7 Introduction to Current Affairs Project. WtoRM Paper and Dohasan Calendar due. WEEK 12 Kill the Indian and Save the Man, cont. April 12 FP, Chap. 7 Docs.: An American Reformer Views the Indian Problem, and an Indian Reformer Views the Indian Bureau. Curr. Affairs Proj. Prep. #1. April 14 FP, Chap. 7 Docs.: Two Sioux School Experiences. Work on Prep. #2 in class. **Friday, April 15 Last Day to Drop with W. ** WEEK 13 From the Great Crash to Alcatraz, April 19 FP, Chap. 8 Narrative April 21 FP, Chap. 8 Docs.: Indians in the Cities, and Documents of Indian Militancy. Prep. #2 due. WEEK 14 Self-Determination and Sovereignty, April 26 FP, Chap. 9 Narrative April 28 Film, The Spirit of Crazy Horse Prep. #3 due. WEEK 15 May 3 May 5 Self-Determination and Sovereignty, cont. FP, Chap. 9 Docs., A Woman s View from Wounded Knee. FP, Chap. 9 Docs.: Indian Leadership at the End of the Twentieth Century, WEEK 16 Nations within a Nation: Indian Country Today May 10 FP, Chap. 10 Narrative Current Affairs Proj. due May 12 Presentations both days. 4
5 COURSE GRADE Your grade for the course will be calculated based on points, as follows: Graded Discussions & Final presentation 20 points each) 60 Worksheet/Paper for 2 discussions 30 points each) 60 Weekly quizzes (approx. approx. 10 points each) approx. 110 Other quizzes, homework and in-class work approx. 100 Final Project with Prep. Assignments 150 TOTAL POINTS approx. 480 *There will be approx. 13 weekly quizzes. Eleven of them will count toward your grade; this allows for 2 missed or low-scoring quizzes to not count against you. If you accumulate over 110 points for weekly quizzes, those points will be counted as extra credit. Because this is a challenging class, the letter grade for the course is calculated with a little leeway. Rather than base an A on 90%, I base it on a lower percentage, somewhere around 88%. The scale here is based on 88% of 480 points for an A. A = B = C = Most colleges, including the CSUs and UCs, require a grade of C in courses accepted for transfer. At ECC and most colleges, a D is considered a substandard grade. Because of this, I often refer to grades below C as failing grades. COURSE ASSIGNMENTS 1. Full descriptions of each graded assignment will be distributed in class and be available on the Team Site on MyECC. 2. Homework and specific reading assignments that are not listed on this syllabus will be announced in class but not usually posted on the course page. LATE ASSIGNMENTS and MISSED CLASS DISCUSSIONS and QUIZZES 1. You may turn in the Worksheet/Paper for the two discussions and the Final Project late. However, I deduct points for lateness, according to the following scale: --Assignment turned in more than 15 minutes after the start of class and until I leave campus the same day = -2 points. --Assignment turned in the next day, and for each calendar day thereafter = -3 points. 2. You may turn in homework assignments late, but I deduct 1 point for each day they are late, starting 15 minutes after the start of class. 3. Students who miss a graded class discussion forfeit those points, with the following exceptions: --Students who have an important, previously scheduled activity, may be assigned a substitute assignment IF they speak with me at least a week before the scheduled discussion. --Students who are unexpectedly unable to attend class on the day of a graded class discussion may be allowed to make up the assignment IF they contact me, in person, by phone, or by , within 2 days of the absence, and they have some proof or evidence for their absence. 4. Students who miss a class discussion are still expected to turn in the written work. 5. Students who miss a quiz or in-class assignment can take a make-up quiz one time only, within one week of the original date (or later if seriously sick or other significant reason). 5
6 ATTENDANCE POLICIES See the ECC Catalog, , p. 48, for more information. 1. I take attendance at the start of each class. If you are late, tell me at the end of class. 2. If you need to leave class early, please tell me before class begins. Sit in the last row, close to the door (if possible), so you can leave without disturbing other students. 3. Students who are in class for less than 45 minutes will be considered to be absent. 4. Two latenesses equal one absence. College policy allows instructors to drop students who have missed more than 10% of class time. For a 3-unit class, this is 3 absences. 5. If you are unable to come to class for more than a week, please contact me by or telephone and leave a message. During your absence or as soon as you return to class, I will ask to speak with you and may ask you to provide written evidence for your excused absences (such as a doctor s note, notice for court attendance, etc.). Excused absences will not count towards regular absences. 6. My policy for dropping students: If you miss a class during the first 2 weeks without notifying me and providing a good reason. If you miss 4 class meetings in a row, or your latenesses and absences add up to 4 classes in a row. If you miss 4 or more classes (including latenesses) regularly; for example, once a week. If I drop you but you want to remain in the class, I may reinstate you after meeting with you. 7. Notwithstanding my policies, you have the ultimate responsibility for dropping a course. WHAT ARE OFFICE HOURS, AND WHY ARE THEY IMPORTANT? All full-time instructors are required to be present during their office periods. (Part-time instructors are not required to have office periods, but many do, anyway.) The main purpose of these times is to talk with students and help them with their work for the course. There are good reasons for students to visit their instructors outside of class times. Recent studies and individual professors experiences indicate that students who talk with their professors (outside of class) not only do better in the classes, but also establish relationships that help students succeed in college more generally. Many professors write recommendations for students for scholarships, and college and job applications. While I understand that the majority of students have activities and responsibilities outside of my classes, I think that too many students have created such crowded schedules for themselves, that they don t leave time for visiting with their instructors. It is unfair to me and other instructors who are available during office periods (and often, at other times, as well) to expect us to read and respond to dozens of student s outside of our work hours. So please see me during my office periods or other times by arrangement, or telephone me during my office periods when you need to communicate with me about anything significant. Students may leave a voic or message for less important communications. There are some days when I don t have time to check my messages, so please be aware that it may be hours or sometimes a day or two until I read your message. 6
7 MY WEEKLY SCHEDULE MONDAY Day Location Activity Section 10:00 11:00 MW SOCS 116 OFFICE PERIOD 11:15 12:40 SOCS 209 HIST :00 1:45 SOCS 116 OFFICE PERIOD 2:00 3:25 SOCS 209 HIST :00 5:25 SOCS 209 HIST TUESDAY 9:30 10:55 TTh SOCS 209 HIST :15 12:40 TTh SOCS 209 HIST :30 3:30 T SOCS 116 OFFICE PERIOD WEDNESDAY 10:00 11:00 MW SOCS 116 OFFICE PERIOD 11:15 12:40 SOCS 209 HIST :00 1:45 SOCS 116 OFFICE PERIOD 2:00 3:25 SOCS 209 HIST :00 5:25 SOCS 209 HIST THURSDAY 9:30 10:55 TTh SOCS 209 HIST :15 12:40 TTh SOCS 209 HIST :30 3:00 Th SOCS 116 OFFICE PERIOD 7
8 ADDITIONAL SYLLABUS ITEMS COURSE ASSIGNMENTS 1. Full descriptions of each graded assignment will be distributed in class and be available on the Team Site on MyECC. 2. Homework and specific reading assignments that are not listed on this syllabus will be announced in class but not usually posted on the course page. LATE ASSIGNMENTS and MISSED CLASS DISCUSSIONS and QUIZZES 1. You may turn in the Worksheet/Paper for the two discussions and the Final Project late. However, I deduct points for lateness, according to the following scale: --Assignment turned in more than 15 minutes after the start of class and until I leave campus the same day = -2 points. --Assignment turned in the next day, and for each calendar day thereafter = -3 points. 2. You may turn in homework assignments late, but I deduct 1 point for each day they are late, starting 15 minutes after the start of class. 3. Students who miss a graded class discussion forfeit those points, with the following exceptions: --Students who have an important, previously scheduled activity, may be assigned a substitute assignment IF they speak with me at least a week before the scheduled discussion. --Students who are unexpectedly unable to attend class on the day of a graded class discussion may be allowed to make up the assignment IF they contact me, in person, by phone, or by , within 2 days of the absence, and they have some proof or evidence for their absence. 4. Students who miss a class discussion are still expected to turn in the written work. 5. Students who miss a quiz or in-class assignment can take a make-up quiz one time only, within one week of the original date (or later if seriously sick or other significant reason).