American Indians in North America to ca. 1840
Fall, 2009
Dr. Ellen
Holmes Pearson
Office: New Hall 219
828-251-6651
Email: epearson@unca.edu
Office hours: Monday, Wednesday & Thursday, 2-3 p.m.
Or by appointment
Course Objectives: This course examines the experience of North American Indians from their earliest origins to the removals of Native American nations westward in the 1830s and 1840s. Although there will be some discussion of American Indian societies in the West, we will concentrate on the Eastern Woodlands and some Great Plains Indians – in other words, those Indians who lived along the east coast, and those who lived west of the Appalachians in the Great Lakes region. This course carries the Diversity-Intensive designation. Therefore, we will be placing the dynamics of diversity at the center of the course. We will examine and analyze the ways in which American Indians constructed their societies before European contact; how they received the European newcomers during the era of exploration; how they negotiated the power dynamics between their own cultures and those of the Europeans; and how they maintained or modified their cultural identities as a result of their interactions with whites. Aspects of trade, gender relations, religion, race, slavery, and environment will be explored along the way. Because this is an upper-division course, I assume a certain level of knowledge about American history on the part of the students; if you require a refresher on the basics, I suggest that you refer to a basic American history textbook. I have placed a few texts on reserve in the library. We will approach this topic both chronologically and topically. Students will have the opportunity to evaluate and debate historiographical interpretations, craft well-supported arguments based on source material, and effectively express those ideas in written and oral forms. You will learn that your own interpretations, when based on evidence and logically argued, can be as valid as any interpretation put forth by your textbooks or in lectures.
Grades will be based on the following criteria: 1) One take-home midterm exam 2) One take-home final exam 3) One book review and in-class presentation 4) A 9-page research paper, along with a process analysis and annotated bibliography 6) Class participation
Assignments and exams are worth a total of 630 points, distributed as follows: Midterm exam: 100 points; Final exam: 120 points; book review: 80 points; in-class presentation on book review: 30 points; A process analysis and annotated bibliography: 50 points; research project: 125 points; class participation 125 points.
Final Grades are calculated as follows: 630-586 = A; 585-567 = A-; 566-554 = B+; 553-523 = B; 522-504 = B-; 503-491=C+; 490-460 = C; 459-441 = C-; 440-428 = D+; 427-378 = D; 377 and below = F. There is no D- in the UNCA grade scale.
Assignment due dates, late paper policy: If you do not complete one or more of the assignments or if you do not submit the midterm or the final, you will receive an F for the class. No exceptions. I do not tolerate any form of academic dishonesty (plagiarism or cheating). Make certain you know the university’s policies regarding Academic Honesty, (included in the current issue of the Course Catalog), and understand that I do not bend these policies. Only under extraordinary circumstances do I allow deadline extensions for any written assignments. To receive permission for an extension, the student must contact me before the scheduled assignment deadline except in cases of emergency. In cases of emergency, I require documentation, such as doctor’s or other appropriate written excuse. Unexcused late papers will be penalized one-half grade level per day beyond the deadline, including weekends. I do not comment on late papers. I do not accept emailed papers, all papers must be submitted to me in hard copy.
Responsibilities and Expectations: As professor, my responsibility is to come prepared to class, facilitate your learning of our topic, evaluate your work, return graded assignments in a timely manner, and be responsive to your needs and interests throughout the semester. As students, your responsibility is to come prepared to class, put forth an effort in learning our topic, complete all assignments as scheduled, and be communicative about your needs and interests throughout the semester. I also expect each student to exhibit civil and professional behavior during class sessions. Turn off cell-phones and other noise making devices before entering the classroom. If you must, because of a family member’s serious illness, impending birth, or other extreme emergency, leave a cell-phone on during class, please inform me of the situation.
Accommodations for Disability: If you have a recognized disability that might interfere with your success in the course, please see me at the beginning of the semester to arrange accommodations. Please know that I'm committed to working individually with students to help facilitate their success.
Class discussions: A considerable portion of this class will consist of dialogue concerning the reading assignments. This format has several ramifications for you as a student. First, you must recognize that you learn as much from other students as you do from me. Consequently, it is very important that you come to class prepared for discussion and take notes on the discussions, so that you remember what we discussed. Second, listening skills are important. If you wish to be heard, you must listen; if you wish to have your ideas taken seriously, respect the ideas of others. In this class, we can expect to be discussing sometimes difficult issues of identity and difference. American Indian history offers us multiple opportunities to explore many cultural identities: religious, ethnic, racial, national, sexual, and gendered. I ask each of us to remember that our classroom represents a diverse community of beliefs and identities, and we should treat each other with an attitude of mutual care, sensitivity and respect. Finally, this class will require reflection and questioning. Support your opinions with evidence and sound reasoning. There are no “dumb” questions – sometimes voicing a half-formed idea provokes a productive discussion that allows the group to arrive at a richer understanding of the material we are examining.
I will be dividing you into small groups for leading discussions and other purposes. We will talk about these groups and the small group responsibilities in class.
Class Participation: Each student in the class must take responsibility for her/his learning experience. I provide additional incentive to learn with the class participation portion of the grade. You earn the class participation grade for a combination of consistent attendance, listening, and contributing. If you arrive late to class (meaning after I have taken attendance) you will be counted absent. I take attendance at all classes, and after your fourth absence, I calculate your class participation grade by dividing the number of absences by the total number of class periods in the semester (for example, 4 absences in 40 class periods = 10% off your class participation grade,) and then I factor in participation. Students with perfect or near-perfect attendance who do not participate regularly in discussion can receive as high as a C+ on their class participation grade. To receive an “A” class participation grade, you must be present consistently – that means both mental and physical presence – and contribute to discussion. As you move through the semester, regularly ask yourself these questions: are you involved? Are you making an effort to honestly and coherently reflect on the ideas? Are you supportive of your fellow students? There are at least three indicators of lazy class participation (and of course, these three indicators help me determine your participation grade): lack of critical thinking; lack of reflective engagement; lack of civility toward your fellow students and professor. On the other hand, I respect and reward thoughtful, reflective, engaged, civil students with a sense of humor and a willingness to explore ideas.
Modes of communication: I may, under certain circumstances, communicate with you via campus email. You should check your Campus email address daily, or, if you prefer to use another email account, forward your campus email account using the online instructions. If you need assistance, go to the computer center. It is your responsibility to make sure you receive and read all communications regarding this course. If you have any questions, email is an expedient form of communication. I check my email frequently during the week, and at least once during the weekend. You may also call my office and leave a message. For very important matters, it is best to come by during my office hours, or make an appointment to meet with me. I do not, for example, discuss deadline extensions, major problems with research/writing, etc. via email. Personal contact and conversation are too important when one is dealing with matters that could affect your grade significantly.
Absences: If you miss a class, you shoulc procure lecture and discussion notes from one of your classmates. You should also see me if you have missed a class to make certain you did not miss receiving important information or handouts. IT IS YOUR RESPONSIBILITY TO MAKE CERTAIN THAT YOU GET ALL PERTINENT INFORMATION FROM ANY CLASSES THAT YOU MISS. It is my experience that those students who do not attend regularly, or those who attend but sleep through class, do not pass my exams. Lectures, readings, and discussions are all crucial components to your success in this class, and failure to participate in even one of these components will most likely result in a poor or failing grade.
Withdrawal from the course: I do not allow late withdrawals, so make sure you know the deadline for withdrawal without a grade. I also do not grant incompletes unless you meet with me before the final day of class and have a compelling and documented reason.
Required Texts: The following books are in the bookstore and are required for this class:
Colin Calloway, The World Turned Upside Down: Indian Voices from Early America
Daniel Richter, Facing East from Indian Country: A Native History of Early America
Claudio Saunt, A New Order of Things: Property, Power, and the Transformation of the Creek Indians, 1733-1816
Diane Glancy, Pushing the Bear: A Novel of the Trail of Tears
If you are a history major and have not already purchased a copy of Mary Lynn Rampolla, Pocket Guide to Writing in History, then do so now. If you are not a history major and have no intention of becoming one, there is a copy of Rampolla on reserve in the library. Note, however, that some of the citation samples in the reserve copy are obsolete. Do not use this copy for your senior thesis.
I also highly recommend that you purchase Strunk and White, Elements of Style. You will find this little reference work indispensable if you plan to major in history or any other humanities discipline. It is well worth the $9 investment.
Supplementary primary and secondary readings are also required. They are listed under appropriate class dates and are either on the library’s electronic or paper reserves or available at the web address I indicate on the class schedule. I reserve the right to add or change some of the brief readings; if I choose to make changes, I will give you ample notice. I expect you to read the assignments before each class session, so that you are prepared to participate in the discussion.