The goals for this course are to increase understanding of contemporary Native American cultures and critical issues involving acculturation of native peoples.  The objectives of the course involve: classroom lectures and discussions that describe patterned cultural attributes and employ theoretical models; two classroom exams that compare the range and variation of these differences; individual research on ethical issues for class discussion; a short paper and presentation on a Native American issue; and a final take home exam that is a synthesis of all information.   The material will be presented through lectures, outside reading, videos, and guest speakers.   

             The class will examine five ethnographies based on the Cherokee, Lakota, and Yupiaq, Kwakuitl, and Navajo cultures.  Students will be introduced to the culture of the Seminole and the Miccosukee Tribes of Florida in class.  Main topics include history and culture change, the environment, subsistence, the status of men and women, religion, and contemporary issues.  Students will be expected to participate in class and small group discussions, collect and discuss articles for the classroom, write short a paper and complete two exams.  One field trip will be arranged. 

 OUTCOMES TO BE ASSESSED:

1.     To increase understanding of contemporary Native American cultures (UIIA, and B)   ·     Students will compare features of the different Native American cultures through two essay and short answer exams. The final essay exam will be a take home exam.        ·      The exams will utilize a theoretical perspective and analyze, compare, and critique patterned cultural attributes among the cultures studied.                                                    ·      Students will participate in one field trip to Field Day at the Brighton Reservation. 

2.      To examine contemporary issues involving native peoples (UVIIA, B, and C)           ·      Students will discuss articles and ethics involved from research of the Internet, the media, and/or journals regarding critical issues facing Native American populations. ·      Students will discuss and compare the viewpoints and rights of the general population, state, and national governments and Tribal entities.                                     ·      Students will assess their connections between their way of life, indigenous rights, and the majority population.                                                                                                      ·      Students will research and write a short paper and present it to the class regarding Native American education.   

3.     To utilize the anthropological approach to the examination of individual societies and to look for patterning of features among societies (UVIA and B).                                   ·      Students will learn to look for patterns of cultural attributes and employ theoretical models.                                                                                                                ·      Two exams will compare the range and variation of these differences.

 TOPICAL OUTLINE: 

List of topics to be covered in this course with brief description.

• History includes a comparison of traditional customs with modern Native society and understanding of contact with the European migrations.  Includes:

•  Traditional history

• Innovation

• Sociocultural trends

• Culture change is viewed in terms of costs and benefits to a society and translated into acculturation, cultural disruption, or new cultural identity.

•   The effects of the environment on shaping subsistence and cultural practices are explored through examining the past and present subsistence practices and social practices. 

•  Subsistence pertains to past and present means to survive or “make a living.”  Includes:

• Food collection

• Animal husbandry

• Agriculture

• Food Processing

• Exploitative activities

• Processing materials

• Other

•  The status of men and women is examined in relationship to the contribution by males and females in to the economics of a society.  Includes:

• Division of labor

• Access to property/resources

• Exchange

• Interpersonal relations

• Marriage

• Family

• Rules of descent

• Political behavior

• Sex

• Reproduction

• Sex role training/enculturation

• Religion pertains to core beliefs adhered to by a society.  For Native Americans, the clash and synthesis of traditional and Christian missionaries work to favor and to disrupt cultural identity.   Includes:

• Belief

• Religious practices

• Ecclesiastical organization

·      Language loss is examined in the context of maintaining cultural identity and negotiating with the values and institutions of the majority population. 

·      Culture loss is central to the demoralization and absorption of unique native cultures in the mainstream American way of life.

·      Indigenous education issues impact the learning styles and effectiveness of the “Western” literate tradition on cultural identity, and political and  economic success.

• Other contemporary issues impact the quality of life of Native American communities.

• Gaming

• Drink, drug, and indulgence

• Health and welfare

• Sickness

• Death

• Social problems

 TEXTS:

Neely, Sharlotte. 1991. Snowbird Cherokees: People of Persistence. Athens, GA: University of Georgia Press [Fieldwork circa 1974].

 Grobsmith, Elizabeth S. 1981. Lakota of the Rosebud: A Contemporary Ethnography. Orlando: Harcort Brace College Publishers [Fieldwork 1974].

 Kawagley, A. Oscar. 1995. A Yupaiq Worldview. Prospect Heights: Waveland Press [Written 1995].

 Rohner, Ronald P. and Evelyn C. Bettauer.  The Kwakiutl:  Indians of British Columbia  [Fieldwork 1962-64].

 Down, Robert. 1984. The Navajo. Prospect Heights: Waveland Press [Field work 1960-1961].

OPTIONAL TEXT:

Harnack, A. and E. Kleppinger.  1997.  Online!: A Reference Guide to Using Internet Sources.  New York:  St. Martin’s Press.    ISBN:  0-312-15023-7

             CLASS PARTICIPATION:  Class participation shall consist of attendance, class discussion, group participation, and individual research, short paper, and presentation.  Students are expected to work in a variety of small groups (3-4 persons) assigned at the beginning of class.  They will address specific cultural elements and issues through searching texts in class or reading handouts.  The group will reach consensus about the most relevant points and print those points for projection and discussion in class.  

             ATTENDANCE: Students attendance will be measured by the percentage of classes present.  Role will be taken at an unspecified time during each class period.  Partial attendance on a particular day will count as half attendance points. 

             CLASS DISCUSSION: Participation in class discussion is expected of all students. Students are expected to spend time each week looking for contemporary issues and news concerning Native Americans. Students shall search newspapers, periodicals, and the internet for contemporary issues pertaining to Native Americans. They are to read the articles and summarize them in class.  Grading will be subjective, according to the perception of the instructor.  Questions will not necessarily involve right or wrong answers, but the student’s articulation of their material and analysis of critical issues. 

             INDIVIDUAL RESEARCH, SHORT PAPER AND PRESENTATION: Students will research and write a short paper and present it to the class (15 minutes maximum) regarding public responsibility towards Native American education.  Papers are due following presentation. 

EXAMS:   Students will compare features of the different Native American cultures through two essay and short answer exams. The second and final essay exam will be a take home exam.  The exams will utilize a theoretical perspective and analyze, compare, and critique patterned cultural attributes among the cultures studied. Material covered on the exams will include class lecture, discussion, videos, guest lecturers, and reports. 

             Make up exams: Make-up exams will only be given with documentation.  The exam will be administered within one week of the regularly scheduled exam prior to class. 

             Academic standards: Students are expected to answer questions individually.  Any discrepancies of behavior or high correlation of answers will result in 0 points for the exam. 

             Extra credit policy: No extra credit will be extended unless the student has demonstrated an effort to attend class (prompt as well) and participate in activities

Academic standards:

·      EDITING:  Students may use any acceptable scholarly style such as the Chicago Manual of Style. 

·      BIBLIOGRAPHIES must be included and be written in the form listed for class texts:

·      Grobsmith, Elizabeth S.  1981.  Lakota of the Rosebud: A Contemporary Ethnography. Orlando: Harcort Brace College Publishers.

All direct citations must be noted with parenthesis or paragraph double indent in the following manner (Grobsmith 1981:18).  If not directly quoted, the source of any information that is not general knowledge must be notated as follows (Grobsmith 1981).

             PLAGIARISM shall consist of three or more words identical to a referenced work that is not in quotations and/or is not referenced as the source of the material.  The instructor has been known to check out references on-line or in the library.  Any violation of referred work or collaboration with another student shall result in 0 points for the essay or paper.

             IDENTIFICATION: Exams will be identified only by Social Security number.

             CONTENT shall be developed using a theoretical perspective discussed in class in the following outline:

A.  Hypothesis or question

B.  Evidence

             1.  Example

             2.  Example

C.  Synthesis

             Was your hypothesis or question correct and why.

             What do you think the implications are?

D.   Bibliography.  Example:

Grobsmith, Elizabeth S. 1981. Lakota of the Rosebud: A Contemporary Ethnography. Orlando: Harcort Brace College Publishers

INDIVIDUAL GRADE SHEET:

PERCENTILE             GRADE

100-90                           A

80-89                             B

70-79                             C

60-69                             D

0-59                               F

SCHEDULE:

•  1.  Mon  Jan 12        

• Snowbird Cherokees

• Introduction

• Class information

• Course schedule     

• Video: More than Bows and Arrows

 Mon Jan 19  Martin Luther King Holiday  NO CLASS

•  2.  Mon Jan 26

• Video: "Snowbird Cherokees"

• Topic: History

• Topic: Theories and Culture Change

• 3.  Mon Feb 2

  Seminole Tribe of Florida

  Topic:  Culture Change

  Topic: Culture Change

  Video: "The Path to Self-Reliance" (The Seminole Tribe of Florida)

   4.  Mon Feb 9

                          Lakota

                                 Topic: Religion

Presentation of short paper  ______________              _____________

                                  Lakota of the Rosebud

                                 Video: "Native Americans: The Plains"

                                Topic: History

 5.  Mon Feb 16

                                 Topic: Subsistence

                                 Presentation of short paper  ______________              _____________

                                  Topic: The Environment

                                 Presentation of short paper  ______________              _____________

 Friday Feb 20^th  OR Saturday Feb 21^st.  Field Day at Brighton Reservation    FIELD TRIP

 6.  Mon Feb 23

                                 Topic: Status of men and women

                                 Presentation of short paper   ______________              _____________

                                 Video: Ghost Dance

                                 Topic: Religion

 7.  Mon March 1

A Yupiaq Worldview

                                 Topic: History

Video: Nanook of the North

                                 Discussion: Environment and subsistence

                                 Presentation of short paper  ______________              _____________

                                 Presentation of short paper   ______________              _____________

 Mon March 8  NO CLASS  SPRING BREAK

 8.  Mon March 15

                                 Topic: Indigenous Education

                                 Language loss

                                 Presentation of short paper  ______________              _____________           

                                 Presentation of short paper  ______________              _____________

                             The Kwakuitl

                             Video: The Spirit of the Mask

  9.  Mon March 22

First Exam (250 Points) Covers Cherokee, Seminole,  Lakota, and Yupiaq.  Also all reports, videos, and presentations. 

The Kwakuitl

Topic: Language loss

                          Presentation of short paper  ______________              _____________                        

10.  Mon March 29

                          Applications of topics

The Kwakuitl                                

Video: "Huteetl Potlatch"

                                 Discussion: Culture Change

Presentation of short paper  ______________              _____________

Mon Apr 5

The Kwakuitl                   

                                 Topic: Language loss

                          Presentation of short paper  ______________              _____________

                                  Video: "Ishi: The Last Yahi"

                                Topic: Extinction

 Mon Apr 12

                                   Introduction to Pueblo Culture

                                 Video: "Corn is Life" Hopi                      

The Navajo

                         Presentation of short paper  ______________              _____________

Mon Apr 19

                                 The Navajo

                                 Video: "Native Americans: The Southwest"

                                 Topic: History, adaptation, and diffusion.

                          Presentation of short paper  ______________              _____________

Mon Apr 26   Final class.  Pick up take home exam  (250 points). 

Topic:  Contemporary Issues

                                 Video on gaming

Presentation of short paper  ______________              _____________

                                 Topic: Comparison of cultural features

Presentation of short paper  ______________              _____________

Wednesday April 29^th  Final essay exam due by 5:00 pm by email to sstans@fgcu.edu with the following subject line:  last name FX ANT 3312.   SUBMIT in MS WORD.  The exam is expected to incorporate all topics and cultures studied, videos, speakers, and reports (250 points).  One letter grade will be deducted for each day the final is late. 

SAMPLE OUTLINE FOR ESSAY QUESTION

THE WRITTEN EXAM QUESTION: Describe and compare how cultural differences create misunderstanding  in contemporary communities. 

FORMAT:  USE HEADINGS.   The essay should be no more than TWO PAGES, TYPED, AND DOUBLE SPACED, using the following outline.

A.  Hypothesis or question

     Prior to taking this class I thought that some beliefs were strange, harmful, or very silly.   This essay examines the function of belief in alleviating anxiety and uncertainty.   Malinowski in 1939 thought that religion functions to relieve anxiety and uncertainty in society.  Does religion function to relieve anxiety and uncertainty?

 B.  Evidence

     a.  Holiness church

          Snake handling transfers power to otherwise powerless people in society.

          Prayer alleviates anxiety about illnesses.

     b.  New England fishermen using charms

          If they had their charms, they would be protected from bad luck at sea.

          They might not be as fearful and may have better judgment during a crisis.

          (Poggie, et al. 1976)

     c.  Ghost dance

          Native Americans were traumatized from contact with European Americans.

          A prophet arose to teach them to be impervious to injury.

 C.   Synthesis

     The examples appear to support Malinowski's hypothesis.  Although previously I would have thought these beliefs would be harmful or silly, I can understand how people might respond with magical or religious beliefs in times of uncertainty or anxiety.   In the same way, we can understand current events such as ___(give example)_____.

BIBLIOGRAPHY: 

Poggie, John J., Jr., Richard B. Pollnac, and Carl Gersuny.  1976.  Risk as a Basis for Taboos among Fishermen in Southern New England.  Journal for the Scientific Study of Religion 15:257-62.  or

Malinowski, B.  1935.  Coral Gardens and Their Magic.  2 vols.   London:  Allen & Unwin.