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JOHN CABOT UNIVERSITY
COURSE CODE: "HS 369"
COURSE NAME: "History of American Indian Resistance in the United States"
SEMESTER & YEAR:
Spring 2022
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SYLLABUS
INSTRUCTOR:
Andrea Lanzone
EMAIL: [email protected]
HOURS:
TTH 4:30 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Co-requisites: EN 110; Recommended: Junior Standing, One previous history course
OFFICE HOURS:
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COURSE DESCRIPTION:
Native American resistance has occurred throughout the centuries and continues at present. This seminar aims at analyzing historic and contemporary Native American strategies of survival and the various forms of interaction and relations they have had with the U.S Government. Starting with an examination of different processes of territorial colonization of Indigenous territories and resources, the seminar will then investigate the legal, political, social, and cultural significance of resistance and self-determination.
Satisfies "Modern History" core course requirement for History majors.
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SUMMARY OF COURSE CONTENT:
The class
will discuss the assigned readings. Students’ active participation in
discussions is absolutely necessary to making the course work well. The very
high percentage of the final grade will be based on class participation. There
will be two class meetings per week. Lectures will be followed by questions and
discussion. All assigned readings should be completed before each class
meeting.
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LEARNING OUTCOMES:
The seminar is intended to provide a study of American
Indians’ Resistance from a humanistic viewpoint to present an opportunity for critical
analysis and evaluation of the experience, perspectives and continued evolution
of Native cultures. One of the aims of the course is to enhance student's
skills in critical thinking and reading. To this end, students shall
investigate one key event in the Native Americans’ history. Group discussions
will be a central part of the course structure.
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TEXTBOOK:
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REQUIRED RESERVED READING:
Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
In the Spirit of Crazy Horse | Peter Matthiessen | Harvil | 1-86046-100-X | | Introduction Chapter 1: Thieves Road, The Oglala Lakota, 1835-1965 Chapter 2: The Upside-Down Flag, The American Indian Movement, 1968-73 Chapter 5: The New Indian Wars |
Native Liberty: Natural Reason and Cultural Survivance | Gerald Vizenor | University of Nebraska Press | 978-0-8032-1892-5 | | Introduction Chapter 2: Native Liberty Chapter 3: Survivance Narratives |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
Assignment | Guidelines | Weight |
Attendance and Participation | tudents’ active participation in our discussions is absolutely necessary to making the course work well. The high percentage of students final grade that will be based on their attendance and participation. | 30% |
Midterm Exam | A choice of two essay tests that will demonstrate students’ ability to identify, understand and critically discuss the concepts learned in the course | 10% |
Paper#1 | Students will write two seven page papers on a topic which interests them and is relevant to the course. The papers will be graded based upon students’ capacity to develop a strong research question and critically analyze the materials used in class. | 15% |
Paper#2 | Students will write two seven page papers on a topic which interests them and is relevant to the course. The papers will be graded based upon students’ capacity to develop a strong research question and critically analyze the materials used in class. | 15% |
Final Exam | A combination of short and long answer questions that will determine students’ capacity to recognize, understand and critically debate the concepts learned in the course. | 30% |
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-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments. CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings. DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail. FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
More than two absences will have a negative effect on the grade, the more absences, the negative-er the effect.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Introduction: 500 YEARS OF INDIGENOUS RESISTANCE
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Definition of
“Indigenous” and “Peoples”
UN Declaration on
the rights of Indigenous Peoples
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State of the Indigenous Peoples of America
Self determination, cultural independency, freedom,
equality, education
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American Indian Movement: An Introduction
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HIS: Indian Health
Service
The Bureau of Indian Affairs
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Charles Vizenor’s “Survivance”
Historic
Resistance: Pontiac and Tecumseh
Historic
Resistance: Red Cloud, Sitting Bull, Crazy Horse
Historic
Resistance: Geronimo, Chief Joseph, Quanah Parker
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Formation of AIM, the American Indian Movement, in
Minneapolis, 1968
The occupation of
Alcatraz Island in San Francisco Bay, 1969
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Black Mesa, New Mexico and Big Mountain—Navajo and Hopi
struggles against strip mining and pollution, in defense of their sacred
mountain, 1969
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Puyallup and Tulalip Indians, Washington, fishing struggles
(”fish-ins”), 1970
Pit River fishing
rights struggles (“fish-ins”), California, confrontation with US Marshals,
Forest Services, PG & E, 1971.
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AIM protest & disruption against re-enactment of
Mayflower landing at Plymouth Rock, Massachusetts, 1970 - Occupation of Mount
Rushmore, 1971
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AIM and other native groups organize the Trail of Broken
Treaties, a caravan from the west coast to Washington, DC. 1972
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Occupation of Wounded Knee, 1973,
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Incident at Oglala, on the Pine Ridge reservation, 1975
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The Mohawk occupation
of Ganienkeh in state of New York begins, 1974
Founding of the
International Indian Treaty Council, South Dakota, 1974
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Protests against the 500-year anniversary of Columbus’
invasion of the Americas, 1992
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The legacy of the American Indian Movement
The new AIM
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Indian Nations today
How Indigenous peoples deal with
the effects of colonization.
Education, land claims,
sovereignty, and socio-economic issues.
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The Indian Allotment Act,
Reorganization Act, Termination Policy,
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Native American Graves Protection
and Repatriation Act, the Indian Gaming Regulatory Act,
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Indian Child Welfare Act.
CASE STUDIES
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Navajo Nation:
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Hopi Nation:
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Apache Nation:
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Iroquois League:
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Lakota Sioux
Nation:
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Human Rights
violations and Political Rights violations
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“Children Rescue Project”
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Lakota’s view of
Economy, Work, and Society
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The White clay case
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Legacy of The American
Indian Movement
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The Black Hills
Case
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