HIST 384- Native American History: Competing Voices and Resilience

Salisbury University Dr. Céline CarayonFALL 2015 Email: cxcarayon@salisbury.eduT/Th 9:30-10:45 a.m. Phone: 410-677-3251TETC 184 Office: Holloway Hall #386

Office Hours: T/Th 2:00-4:00pm and by appointment

Course Description:The history of American Indian nations has traditionally been told as a tragic tale of unstoppable decline, dispossession, and even disappearance. The Indian groups who call the Eastern United States home have particularly been forgotten, as popular culture tends to associate “Indianness” with the West. Over the past decades, however, historians have worked with Native communities to re-discover Indian history as one of courageous resilience in the face of incredible adversity, one of complex adaptations, transformations, and creative self-reinvention.This course offers an introduction to the main events, peoples, themes, and issues in the history of Native American communities, from the pre-Columbian period (ca. 15,000 BCE) to the present. Special emphasis will be given to tribal groups who lived east of the Mississippi at the time of the colonial encounter, but we will also cover the larger history of other groups throughout the North American continent. Through class lectures and discussions, reading and analysis of recent scholarship and of a variety of primary sources, students will gain understanding of the diversity and complexity of Native cultures and societies, with particular attention to changes over time and to the multiple pressures, upheavals, and adaptations caused by the encounters and contacts with peoples from Europe and Africa after c.1500 A.D. Instead of following a traditional chronology, students in this course will particularly be

1

encouraged to think along broad THEMES and ISSUES and try to grasp indigenous perspectives. This course has a fourth-credit CIVIC ENGAGEMENT COMPONENT and seeks to put in dialogue past histories and the contemporary cultures and societies of American Indians. In order to engage with current issues and living Native communities, the course includes two field trips and students will also be encouraged to attend a number of additional relevant events on and off campus.* Throughout the semester, students will not only reflect on the competing narratives, (mis)-representations, and appropriations that blur our knowledge of Indian history and peoples, but will also work towards designing new ways to promote a better, revised understanding of that history in our community. The research and study you will perform in the course throughout the semester will culminate in a public presentation of your findings on campus during the Fourth Annual Native American Heritage Month in November.

Coming prepared to class, having completed all the required readings and assignments, and working together in a spirit of collegial and respectful collaboration is key to the success of this course for all participants.

*important note: If you anticipate not being able to participate in the field trips for valid reasons, you must come talk to me asap and I will provide alternate assignments for you to complete. A full list of events you can attend for extra credit is available at the end of the syllabus.

Course Required Texts: available at the campus bookstore and online (if purchasing on Amazon or other online stores, please check the ISBN to ensure you buy the proper edition. I recommend you purchased all the books at the beginning of the semester but they are listed here in the order we will need them)

1) Daniel K. Richter, Facing East from Indian Country: A Native History of Early America (Cambridge, Mass.: Harvard University Press, 2003) paperback, ISBN: 978-0674011175

2) Colin G. Calloway, The World Turned Upside Down: Indian Voices from Early America (Bedford/St.Martin’s, 1994) paperback, ISBN: 978-0312083502

3) Colin Calloway, The Victory with No Name: the Native American Defeat of the First American Army (Oxford: Oxford University Press, 2014) hardcover, ISBN: 978-0199387991

4) Philip Weeks, Farewell My Nation: The American Indian and the United States in the Nineteenth Century, second edition (Wheeling,

2

Illinois: Harlan Davidson, Inc., 2001) paperback, ISBN: 978-0882959566

5) David Treuer, Rez Life: An Indian Journey through Reservation Life (Grove Press, 2013) ISBN: 978-0802120823

All additional readings (articles, primary documents) will be posted on the course website (MyClasses- MC in the course schedule).

LIST OF GRADED ASSIGNMENTS AND DUE DATES:All assignments must be completed in order to pass the class. Failure to turn in one or more assignment may result in a failing grade.

1) INDIAN COUNTRY CURRENT NEWS REPORT (1-2 pages)50

You will find a news article pertaining to current events taking place among Native communities/reservations, and will write a 1-2 page summary/analysis of the article, reflecting on how historical developments are reflected in the issues/events taking place today. I recommend looking at: http://indiancountrytodaymedianetwork.com/DUE SEPTEMBER 10TH

2) BOOK RESPONSE PAPER (3-4 pages) 100

You will write a 3-4 page, double-spaced response paper on Calloway, Victory with No Name. The objective of this assignment is to evaluate the qualities and limits of this recent scholarly monograph, while reflecting upon the critical role of Indian-white warfare in the making of America. Detailed guidelines will be provided and posted on the course website. DUE NOVEMBER 3rd, 2015

3) DOCUMENTARY FILM REVIEW (2-3 pages) 100

MOVING DEADLINE (check below for due dates)You will write one review (double-spaced, 2-3 page long) on one of the three documentaries and films listed below (pick what interests you the most and fits your schedule best). The review should include a short summary of the subject of the film and a critical assessment of the quality and historical value of the documentary, highlighting the important themes or issues presented in the film. The reviews must be written in a semi-formal style (no colloquialism), providing fair and professional assessment of the subjects, although you are

3

welcome to use the first person (“I”) and to express your personal opinions about the films. You may write ONE additional movie review for extra credit (3 pts). An additional list of documentaries you may watch on your own time is available if you wish to write an additional review for extra credit.

Here are the documentaries we will watch in class: “Reel Injun”- viewing date: 9/10/15- REVIEW DUE: 9/17/17 “Cahokia: America’s Lost City”- viewing date: 9/22/15 - REVIEW DUE:

9/29/15 “We Shall Remain: Tecumseh’s vision”-viewing date: 11/3/15-REVIEW

DUE: 11/10/15

4) IN-CLASS EXAMINATIONS 300

MIDTERM EXAMINATION 150 The exam will consist of a factual questions (based on key terms seen in class) and of 2 short essays to be chosen out of 3 topic questions. Essays should be primarily based on Daniel Richter’s book (Facing East) with supplemental information from the lectures and other readings. A reading guide will be distributed as you make your way through Facing East. OCTOBER 15TH, 2015

FINAL EXAM: 150Will be non-cumulative (material since the Midterm ONLY). The final exam will consist of short factual questions and long essay questions based on the readings, lectures, and other materials. TUESDAY DECEMBER 15TH – 8:00AM-10:30AM

5) CAPSTONE CIVIC ENGAGEMENT ASSIGNMENT400

See separate handout for full guidelines. This is the culmination of the work you will conduct throughout the semester around the following issue: “contested and entangled histories: how can we promote more connections between American and Indian history, and thus help address current legacies of the colonial past?” The goal of the assignment is for you to gain a more nuanced and in-depth knowledge of one tribal nation’s history from origins to present, and to develop a plan to help promote a better understanding and appreciation of that nation’s history in our class- and campus-community. You may also choose to design a specific plan for community action to help address an issue faced by current Indian communities more generally (but still around the specific example of

4

one tribal nation). The capstone project in its entirety consists of a series of short assignments (research bibliography, prospectus, short historical sketch), an individual 7-8 page final written paper, and of a group public oral presentation of your findings (with poster or powerpoint). Your final presentations will be integrated to on-campus programming during SU’s Native American Heritage Month in November. A full handout will be distributed at the start of the semester with a complete list of short assignments leading to your final paper and presentation. The assignment also involves a mandatory class trip to the National Museum of American Indians in Washington D.C. and a field trip to the Chicone Longhouse on Handsell Plantation in Vienna, MD. If you anticipate not being able to attend this class trip, please come talk to me ASAP.

6) PARTICIPATION/ATTENDANCE: ongoing 507) Extra credit: attending relevant events on and off campus can earn

you up to 15 points in extra credit throughout the semester! Stay tuned for announcements and check out the events listed in your syllabus!

**** HISTORY MAJORS who have successfully completed the Proseminar may write a 12-15 page term paper to satisfy the departmental term paper requirement. Student exercising this option must discuss their proposed paper topics with the instructor by the end of week 6. You will have the option to choose a topic that partially overlaps with and expands on existing assignments so as to make your workload manageable. A timeline for the completion of the paper will be established with the instructor on an individual basis during the initial meeting****

WRITING ACROSS THE CURRICULUM: This is a reading- and writing-intensive course. Students will complete several formal written assignments as well as shorter ones, which all encourages them to think critically based on a variety of written and oral sources. In addition, the midterm and final examinations consists of lengthy essays. Students will also take considerable notes during class and draft a group report for their oral presentation. There will be opportunities to re-write papers based on the instructor’s comments in order to emphasize improvement over time. The course conforms to the University’s policy of improving writing skills.

5

**At the University Writing Center (directly above the Fireside Lounge in the Guerrieri University Center), trained consultants are ready to help you at any stage of the writing process. It is often helpful for writers to share their work with an attentive reader, and Writing Center consultations allow writers to test and refine their ideas before having to hand papers in to their instructors or to release documents to the public. In addition to the important writing instruction that occurs in the classroom and during professors’ office hours, the Center offers another site for learning about writing. All students are encouraged to make use of this important service. For more information about the Writing Center’s hours and policies, visit the Writing Center or its website at www.salisbury.edu/uwc.

Class Policy: Please read carefully; it is your responsibility to be aware of my rules and expectations in this course

All written assignments are to be turned in (hardcopies) at the beginning of class on the due dates indicated on the syllabus and in electronic format on Turnitin on MyClasses by the end of the work week. Papers must be stapled, double-spaced, in 12-pt font, using Chicago Style citations. Make sure you CAREFULLY PROOFREAD your paper for spelling and grammatical mistakes.

All late assignments will be marked down a full letter grade for each day late, counting the weekend days as well. No papers will be accepted after 7 days past the due date unless previous agreement has been made with the instructor (extension). Exceptions may be granted for exceptional circumstances on a case-by- case basis.

Students wishing to obtain an extension on the due date of an assignment for VALID reasons, must contact me AT LEAST ONE WEEK BEFORE the actual due date.

Students who accumulate 4 or more unjustified absences risk seeing their final grade drop by one full letter grade. Failure to come to class regularly or to turn in all the assignments may result in a failing grade for the class.

All students are expected to behave in ways that are respectful of others (students and instructor), regardless of differences of race, gender, nationality, opinions, sexual and political orientation, or beliefs. This course will involve discussions of sensitive topics that can have a political and/or emotional character. All students should feel free to express their views in ways that are non-offensive to other groups and respect other points of view.

Cell phones and computers: If you may have an emergency during class, notify me before the beginning of class to receive permission to

6

leave your cell phone on. Otherwise, please turn off all cell phones during class time. Texting, instant messaging, e-mailing and unauthorized use of the internet in class is also prohibited. Abusing this policy will affect your overall grade. Laptops should ONLY be used in class for note-taking and course-related work. I reserve the right to forbid the use of computers if you abuse this policy.

Most importantly, make sure to communicate with me. If you are experiencing difficulties, anxieties, or personal impediments to your class work, feel free to come see me during office hours. I am here to help! don’t wait until the final exam is coming up.

HISTORY DEPARTMENT STATEMENT REGARDING ACADEMIC INTEGRITY:

The best learning environment is one based on mutual respect and trust.  However, the desire to achieve a good grade without doing the necessary work may tempt some students to cheat on exams or to represent the work of others as their own.  As should be obvious to anyone at Salisbury University, PLAGIARISM AND CHEATING ARE WRONG and are acts of “academic dishonesty.” The term “academic dishonesty” means a deliberate and deceptive misrepresentation of one’s own work. Instances of academic dishonesty include all, but are not limited to, the following:

(1)               Plagiarism: presenting as one’s own work, whether literally or in paraphrase, the work of another author.

(2)              Cheating on exams, tests, and quizzes; the wrongful giving or accepting of unauthorized exam material; and the use of illegitimate sources of information.

(3)              Unsanctioned collaboration with other individuals in the completion of course assignments.

(4)            Falsifying data and use of fraudulent methods in laboratory, field work, and COMPUTER WORK.

(5)           Falsifying excuses for non-attendance or completion of assignments.

 There are no mitigating circumstances to justify academic dishonesty. If you are unclear about what constitutes academic dishonesty or plagiarism, please ask – Ignorance is no excuse. Discovery of academic dishonesty will bring stiff penalties, including a failing grade for the assignment in question and possibly a grade of F for the course.  The maximum penalty at Salisbury University for plagiarism is possible expulsion from the entire USM system, so for your own sakes, DO NOT PLAGIARIZE. 

7

About Turnitin: Salisbury University contracts with Turnitin for plagiarism detection and deterrence in support of The Salisbury Promise and academic integrity policy.  As a condition of participating in this course, all required papers may be subject to submission for textual similarity review and plagiarism detection through Turnitin.  All papers submitted to Turnitin will be included as source documents in the Turnitin reference database solely for the purpose of detecting plagiarism consistent with fair use principles under federal copyright law.  You may be asked to directly submit certain written course requirements through MyClasses.  The instructor may also submit a student’s written assignment through Turnitin if the instructor, in good faith, suspects plagiarism.  No student assignments will be submitted by the instructor or Salisbury University without the student’s prior written FERPA consent.

******************************************************************************

CLASS SCHEDULE: Please check your schedule regularly and come to class knowing which topic we will discuss that day and having completed the required readings. [MC] indicates that the reading(s) is/are available on the course online site (My Classes).The schedule and assigned readings are subject to change: if you must miss a class, I recommend you contact me (phone, office hours, or email) to ensure you are aware of new deadlines, material, important information, etc.

UNIT 1: MYTHS and REALITIES OF INDIAN HISTORY

Tues 9/1- First day of class: Syllabus, introductions

Thur 9/3- Why (and How to) Study Native American History? Readings: Calloway, The World Turned Upside Down, introduction, pp.1-18 [MC] James Axtell, “Colonial America Without the Indians: Counterfactual Reflections,” The Journal of American History, Vol 73, No.4 (Mar. 1987), p. 981-996 Tues 9/8- “The Noble Savage, the Bloodthirsty Savage, and the Victoria’s Secret Model”: Mis-Representations and Re-appropriations Readings: [MC] Thomas King, “Forget Columbus” from The Inconvenient Indian (1-20); Skyhawk, “What’s wrong with Benicio del Toro and Johnny Depp Playing Indian characters?” Indian country, today media network.com

8

; Nancy Shoemaker, “Native American Women in History,” OAH Magazine of History, vol. 9, no. 4 (Summer 1995), 10-14.

Thur 9/10- Documentary- Reel Injun DUE: CURRENT NEWS REPORT

*Extra credit opportunity: 12 and 13 SEPTEMBER: 38th Annual NANTICOKE INDIAN POWWOW, MILLSBORO, DE. I will be able to provide a free tide to the Powwow to up to 4 interested students*

Tues 9/15: CLASS DISCUSSION: American Identity and Indian Stereotypes-end of Reel InjunReadings: [MC] Philip J. Deloria, Playing Indian (Introduction and Conclusion)DUE: using online resources (properly documented) prepare a list of pro/cons arguments for either a) the Red Skins controversy or b) the headdress controversy (in-class debate)

UNIT 2: BEGINNINGS

Thur 9/17: Before ColumbusReadings: Calloway, World Upside Down, pp.20-32 (Iroquois and Creek creation stories); Richter, Facing East, introduction and Chap 1 (pp.11-40)DUE (ELECTIVE): Film review Reel Injun

*extra credit opportunity: Saturday SEPTEMBER 19TH- Pocomoke Indian Nation Demonstration at Shad’s Landing (Snowhill, MD)*

Tues 9/22: Documentary: Cahokia- DUE: ANNOTATED BIBLIOGRAPHY Thur 9/24- Major Native Cultural areas at the time of ContactReadings: Peter Nabokov and Dean Snow, “Farmers of the Woodlands,” pp.119-145

*SATURDAY 26TH SEPTEMBER: CHICONE LONGHOUSE CLASS FIELD TRIP. With Daniel Firehawk Abbott (10:00am-2:00p.m)*

Tues 9/29: Newcomers Readings: Richter, Facing East, Chap 2 and 3 (pp.41-109); Calloway, World Upside Down, pp.33-41. [MC] Bruce M. White, “Encounters with Spirits:

9

Ojibwa and Dakota Theories about the French and their Merchandise” Ethnohistory, Vol. 41, No. 3 (Summer, 1994), pp. 369-405DUE: (ELECTIVE): Film Review Cahokia

Thurs 10/1- Ethnohistory Workshop- Recovering Indian cultures through European eyes Readings: selected documents TBA [MC]DUE: SHORT HISTORICAL SKETCH DUE

* OCT 2: LAST DAY TO WITHDRAW WITH W.*

UNIT 3- CONQUEST? CULTURAL CHANGE AND PERMANENCE

Tues 10/6: Trade, Alliances, and the Trail of Broken TreatiesReadings   : Richter, Facing East, Chap 4 (pp.129-150) and Chapter 6 (pp.189-236); Calloway, World Upside Down, pp. 146-160

Thurs 10/8: Land Pressures, Coexistence, ConflictsReadings: Richter, Chapter 5; Calloway, World Upside Down, pp.78-100 and pp.106 (“resolving conflicts”)-111 [MC] James H. Merrell, “The Indians’ New World: the Catawba Experience,” The William and Mary Quarterly, Third Series, Vol. 41, No. 4 (Oct., 1984), pp. 538-565

Tues 10/13: Indian Religion, Christian Missions, and Native ProphetsReadings: Richter, Chap. 4, pp. 111-129 ; Calloway, World Upside Down, pp.43-70;

Thurs 10/15: DISCUSSION: Adaptation, Continuity, or Culture Loss?Readings: [MC] Nancy Shoemaker, “How Indians Got to be Red,” The American Historical Review, Vol 102, No. 3 (June 1997), pp. 625-44. Optional reading: J. Merrell, “Cultural Continuity among the Piscataway Indians of Colonial Maryland,” The William and Mary Quarterly, Third Series, Vol. 36, No. 4 (Oct., 1979), pp. 548-570

Tues 10/20 - MIDTERM EXAM. Bring Richter, Facing East for essay.

UNIT 4- WARRIORS

Thurs 10/22- Fighting Back: “Uprisings,” “Massacres,” and “Resistance” Readings: [MC] Essays by Guttierez and Van Hastings Garner on the Great Pueblo Revolt

10

**Saturday, October 24th: FIELD TRIP TO NATIONAL MUSEUM OF THE AMERICAN INDIAN, WASHINGTON D.C.**

Tues 10/27- Alliances and the Imperial crisis of the 18th century Readings: Calloway, World Upside Down, pp. 115-126 and 134-140; Due: Report on NMAI visit due today (see handout)

Thurs 10/29- DISCUSSION: Calloway, The Victory with no Name (all- reading QUIZ)

Tues 11/3: Documentary: “We Shall Remain: Tecumseh’s Vision”Readings: Weeks, Farewell my Nation, chapter One- DUE: RESPONSE PAPER CALLOWAY

Thurs 11/5: Slavery, Removal and the Civil WarReadings: Weeks, Farewell My Nation, Chapter Two and Three

Tues 11/10: Indian Braves: from WWI to todayReadings: Russell Lawrence Barsh, “American Indians in the Great War” Ethnohistory, vol. 38, No. 3 (Summer 1991, pp. 276-303DUE (ELECTIVE ): Tecumseh’s vision documentary Review

UNIT 5- HOMELANDS, DISPLACEMENT and SOVEREIGNTY

Thurs 11/12: special guest: Dr. Buck Woodard; Director of the Indian Initiative at Colonial Williamsburg; Readings: TBA

*EVENING LECTURE: Buck Woodard, "The Return of Indian Nations to the Colonial Capital: Heritage Relationships, Indigenous Pilgrimage, and the Production of Native Public History"* HH Great Hall 6:00 PM

Tues 11/17: Workshop- Research Presentations run-through11

DUE: Preliminary powerpoint or poster for each group

Thurs 11/19: The Whims of Government Policy and the Issue of ChoiceDUE: Weeks, Farewell my Nation, Chapter Four and Five

**Thursday 11/19: Contested and Entangled Histories: Taking Action in the New Millenium- Student Civic Engagement Research Presentations- Holloway Great Hall 6:00P.M.**

Tues 11/24: From Praying Towns to Boarding Schools: Americanization through SeparationReadings: Weeks, Farewell my Nation, Chapter Six [MC] documents: Luther Standing Bear recalls his Experience at the Carlisle Industrial school (1879); NPR article: “American Boarding Schools Haunt Many”

*Thursday November 26th- Sunday 29th- THANKSGIVING BREAK* * Start reading Treuer, The Rez*

Tues 12/1: Old Deals and New DealsDUE: CAPSTONE INDIVIDUAL PAPER

Tues 12/3: Termination, Urbanization, and Self-DeterminationReadings: [MC] Dean J. Kotlowski, “From Backlash to Bingo: Ronald Reagan and Federal Indian Policy,” Pacific Historical Review Vol. 77, No. 4 (November 2008), 617-652

UNIT 6- WE ARE STILL HERE- INDIANS IN THE NEW MILLENIUM

Tues 12/8: DISCUSSION- Economic and Social Issues for the new MilleniumReadings: Treuer, The Rez- ALL

Thurs 12/10: Red Power and Tribal Sovereignty Readings: [MC]: “A Proclamation from the Indians of all Tribes, Alcatraz Island 1969”; “Matthew Coon Come condemns the economic status of First Nations People, 2001”; Hauptman and Campisi, “Eastern Indian Communities Strive for Recognition”; Documents: Philip Martin discusses the challenges of Economic Development ;

12

FINAL EXAM: TUESDAY DECEMBER 15TH – 8:00AM-10:30AM- Regular Classroom

***************************EVENTS and OPPORTUNITIES FOR EXTRA CREDIT: students are strongly encouraged to attend as many as possible of the following events dealing with past and contemporary Indian cultures. Think about it in terms of opportunities to enrich your academic experience outside of the classroom! In order to obtain extra credit (maximum of 15 points), you must attend the entirety of the event (with the exception of the powwow, where you can just stay as long as you please) and write up a 1-2 page responseVISIT OF the NANTICOKE INDIAN MUSEUM- $3/person. http://www.nanticokeindians.org/museum.cfm27073 John J. Williams Hwy. Millsboro, DE 19966 Hours: Tuesday-Saturday, 10AM-4PM; Sunday Noon - 4PM

September 12th and 13th, 2015: 38th- ANNUAL NANTICOKE INDIAN POWWOW, MILLSBORO, DE. $10/car unlimited passengers- opportunity to carpool will be available.

Saturday SEPTEMBER 19TH- Pocomoke Indian Nation Demonstration at Shad’s Landing (Snowhill, MD). free.

OCTOBER 10TH, 2015- Great Jamboree and Native Lifestyle presentation at Chicone (Handsell Plantation, Vienna, MD) $4/person, free for under 12 years old. *NOVEMBER IS NATIVE AMERICAN HERITAGE MONTH on our Campus! Show your support! Attend the events!*

13