Louise Laruse, Spokane

Syllabus for ANTHR7: Native Peoples of North America Fall Semester 2006 TTh 11:10 a.m. - 12:40 p.m.

This course provides an introduction to American Indian cultures (north of Mexico). It surveys the histories of the American Indians from their first arrival to today, and examines the historical-cultural experiences that have contributed to present day conditions of Native American communities and individuals, focusing on the effects of Indian-European contact on both the Native and Euroamerican cultures. Additionally, specific North American native nations are examined in-depth study. The course consists of readings, lectures, discussions, critical film viewing, writing assignments and field trips and evaluation of student competence is based on all of these, as well as class participation. The course requires a minimum of 4,000 words of critical analytical written work (achieved through a combination of essay exams and a research paper). This course fulfills Cabrillo College's Area D: Social and Behavioral Sciences requirement, the Multicultural Studies Requirements and has transfer credit to CSU and UC.

Course Objectives

By the end of the class, you should be able to provide an integrated overview of the Native Peoples of North America. At a minimum you should be able to:

• Discuss, in general terms, the origins and development of pre-European cultural patterns throughout North America
• Recognize underlying similarities as well as the wide range of variability of native societies in North America
• Discuss and explain the astonishing proliferation of cultural groups in native North America
• Compare and contrast ethnohistoric cultures from the major culture areas of North America.
• Discuss the ecological diversity of the native peoples' adjustment to the resources offered by the natural order, including the general patterns of life within each of the major ecological zones
• Compare, contrast, and critically assess the impacts and effects of European colonization on the North American Native people.
• Summarize the native people's responses to European and American colonization
• Compare, contrast, and critically assess the various roles Native American groups have played in the development of Canada and the United States.
• Compare and contrast the differences between "Indian Wars" and contemporary economic imperialism aimed at Native Americans.
• Critically assess the benefits and drawbacks to both Native Americans and the archaeological community of the Native American Grave Protection and Repatriation Act.
• Think critically about historic and contemporary Native American Indian experiences.
• Compare and contrast current sociocultural conditions of Native Americans residing on reservations with Native Americans residing in urban environments
• Analyze and explain the historical-cultural experiences that have contributed to present-day conditions of Native American communities.
• Write a paper documenting how the student became aware of an ethnocentric attitude and/or value about Native Americans and how, through the application of cultural relativism, change was effected so that a new, non-ethnocentric value and/or attitude became a part of the student's character.

Course Materials

• An Introduction to Native North America, Mark Sutton. 2004.
• Exploring Ancient Native America, David Thomas.
• Thunder Rides A Black Horse, Claire Farrer.
• Waterlily, Ella Deloria.
• Other Readings. At various times over the course of the semester I will assign additional readings. Some of these readings will be from books on reserve in the college library, some will be from various magazines and scientific journals (some of which can be accessed electronically), and some will be handed out in class. You will be responsible for reading these materials.
• Videos/Movies. You will be required to watch several videos, either in class or as homework, and then discuss their content as it relates to the lectures and readings.
• Class Webpages. There are a number of webpages that are meant to be used in conjunction with your readings. See Class Schedule (below)

Course Organization

The course is organized around two basic themes: Historical Sketches and Ethnographic Descriptions. We'll spend the first few weeks of the semester learning about the evolution of the native peoples, from their beginnings in North America up to the first sustained contact with Europeans, which is anywhere between 1500 C.E. ("common era") and 1850 C.E., depending upon the region of North America under study. To ensure a balanced view of beginnings and what came after, we'll learn both the native people's views about their origins as well as the "tales" anthropologists tell.

The next 8-10 weeks of the semester are devoted to learning about some of the manifold economic and social adaptations made by the native peoples in various geographical regions of North America. As a primary organizational device for this part of the semester we will rely on the "culture area" concept. A culture area is a region where the inhabitants share such things as ecological, economic, social, and ideological systems. Such an organizing principle is an abstraction, a classificatory device convenient for grouping societies that are similar in terms of many aspects of their culture, but primarily subsistence and material culture. (For a fuller treatment of the pros and cons of using such a classificatory device click here.) The major culture areas of the North American continent are: Arctic, Subarctic, Plateau, Northwest Coast, California, Great Basin, Southwest, Plains, Northeast Woodlands, Southeastern Woodlands. The focus during this part of the class is on what is called the "ethnographic present", a term refering to a native way of life before it was substantially disrupted by direct contact with Europeans. Because contact with and disruption of native lifeways occurred over a span of some 250 years, the "ethnographic present" varies from one part of North America to another.

The final few weeks of the semester will be devoted to considering the impact of the European and Euroamerican conquests and colonization on the native people and the particular circumstances that have had an effect on their lives. We also will discuss contemporary issues that are of concern to North America's native peoples (including the return of items of cultural patrimony, such as human remains, burial goods and other "sacred" items of material culture, the issues surrounding gambling casinos on reservations, the continuing cultural thievery of Native American culture, and the issues of sovereignty for the native peoples).

Basic Requirements:

You are expected to attend all lectures. If you are absent because of illness or legal reasons, please be prepared to verify the reason. Medical- or legal-related absences do not relieve students from the responsibility of making up any work missed. It's a good idea to take notes because material may be presented in class that is not covered in the textbook and handouts; and it's your responsibility to obtain information concerning missed work and to see that it's completed and turned in. Should you miss a class, please do NOT come and ask, "Did I miss anything important?" Instead, ask me for any reading or homework assignments as well as contacting a class member and asking for copies of her/his notes.

Absence from class in excess of one week will constitute reason for my reducing your semester grade one complete level. Absence from class in excess of two weeks will constitute reason for my dropping you from the class.

Respect. Perhaps one of the most important things I've learned from the native peoples is the important of respect: respect for the world and all it's inhabitants, including the rocks, trees, water, plants, animals, and humans. While making this class interesting depends on your constructive participation, it also depends greatly on respect for one another. This includes arriving on time; not getting ready to go until the class is over, and listening to each other. It means joining into discussions, responding to each other rather than only to me. If you participate thoughtfully everyone can gain from this class. Also, I have this "thing" about punctuality. Arriving late disrupts the class in session and is disrespectful to the other students and me. Therefore, each class participant is expected to be in class on time. If you should arrive late, here are the consequences: the first time you are late nothing will happen; the second time you are late you will be REQUIRED to bring to the very next class meeting snacks for the entire class. Also, every time you arrive late I deduct 5 points from the total number of points you accrue during the semester.

Evaluation of Student Competency

I need some way to assess the knowledge you have gained from this course. I have chosen to do this through a combination of exams, a research paper, and a field experience.

Exams (Total point value of 300)

Three exams, each worth 100 points. The dates for the exam are: September 26, November 2, and December 12 (the final exam). Exams consist of multiple choice questions, modified true-false statements (if you feel a statement is false you must either say why it is false or rewrite it so that it is true), matching, fill-in-the-blank, and short essays.Students are required to bring a ScanTron (AF200 - the "blue" one) and a #2 pencil to class on exam days. Testing aides, such as notes and books, are NOT allowed.

I evaluate essay answers on your exams as follows: (1) Does the answer have a topic sentence &/or introductory paragraph? (2) Does the answer clearly explain the concept(s) under scrutiny? (3) Does the answer contain an example relevant to the question?

• An A answer contains relevant examples from both the textbook and one's own experience.
• A B answer contains a relevant example for either the text book or personal experience.
• A C answer is generally correct, showing that the student has an idea of the answer.
• A D response is barely relevant to the question.
• An F is irrelevant/unreadable.

Research Project and Paper (Point value of 100)

The research project has 2 goals: to help you learn about a Native American community / group from an anthropological perspective, and to promote use of the Internet's Web as a research tool. By the fourth week of class, you will select one Native American community / group to research. For this project, you may consider any community / group EXCEPT for those who are profiled (Learn More About Contemporary Peoples) in the Sutton text as well as the Ohlone. The community / group should be one that has some sort of territorial base (although it need not be a designated reservation) and/or a recognized socio-political cohesiveness. Additionally, the community / group must be large enough to have a presence on the Web, yet small enough to be able to maintain a community identity. Ideally you should focus on a community / group at the local level or who form an identifiable subgroup of a larger Native American community / group. The PRIMARY focus of your research is to learn about CONTEMPORARY lifestyles and conditions in your chosen Native American community, including gathering information concerning how that community interacts with, and is impacted by, the larger non-native communities within which the native community is embedded.

After choosing a community / group, you will find information in several ways: print media (books, articles, etc.); on the web; and, if possible, through direct communication with your chosen group / community. You will also be assessing your information and considering its source, especially with reference to materials found on the web. This project is broken down into a number of phases, so keep track of the due date for each phase. Feel free to turn in your work early. You will be graded on the organization, coherence, effort, and creativity of your project. Also, be aware that you will be graded on your ability to follow the directions. I will return each phase when you submit the next phase.

For complete information on the Research Project and Paper, click here click here (the information is contained in a WORD.doc which will open on your desktop.)

Field Experience (Point value of 25)

You are required to carry out, and report on, one of the field experience opportunities listed below. Your report must be at least two pages in length and should describe what you saw and what you learned from what you saw. In addition, your report must be typewritten or machine printed on white paper, double-spaced, 11 or 12-point font, times font (or a similar font), and 1-inch margins. Do NOT put your report in any type of folder; instead, use a cover sheet with your name, class name, submission date, name of field experience on it and staple your report in the upper left-hand corner. Make sure you put page number on your report. (NOTE: If it is impossible for you to carry out a field project, please let me know before September 7th so that an alternative assignment ­ most likely some form of library research ­ can be decided upon.)

Gathering Of Ohlone Peoples
This event takes place at Coyote Hills East Bay Regional Park located on the southeastern side of the San Francisco Bay, near the eastern end of the Dumbarton Bridge. On Sunday, October 1st, from 10 am. to 4:30 pm., Ohlone descendants will be present to share their culture and history at this very special Native American history and culture event. Throughout the day there will be music, stories, games, native foods, basket making, flintknapping, and displays. Among the featured activities will be a variety of cultural presentations including acorn making, songs, and dances. Join us for this annual celebration of the Ohlone culture. Parking fee may be charged. Wheelchair accessible.

Chitactac-Adams County Park
This beautiful and culturally significant four-acre park site is located just minutes from the cities of Gilroy and Morgan Hill. The park features the beautiful Uvas Creek and a wealth of cultural artifacts including bedrock mortars and petroglyphs left by the Ohlone Indians. The park includes a self-guided interpretive walk and an interpretive shelter focusing on Ohlone Indian culture and the Adams schoolhouse which was sited on this property from the 1850s until 1956. The Park is located at: 10001 Watsonville Rd., Gilroy, CA 95020.

Native Peoples of Santa Cruz Exhibit

Located in the Santa Cruz Museum of Natural History (the museum with the whale sculpture out front), and framed by an enormous mural depicting every day life in an Ohlone village, the Native Peoples of Santa Cruz exhibit explores life in Santa Cruz prior to the arrival of Europeans.  Artifacts, baskets and images bring to life the cultural traditions of local native people, both past and present. Examples of native basketry, beadwork and stone implements can be found throughout the exhibit. Real mortar and pestles are available for young and old to try their hand at grinding acorns. Acorns were an important food source for the Ohlone people prior to the Mission period.  The Ohlone were semi-nomadic, therefore little remains of their villages, tools and art.  This museum is one of the few places where you can see artifacts from this important local group.

 

California Indian Day

Co-sponsored by the Phoebe Hearst Museum of Anthropology at UC Berkely, the Native American Studies Department, the American Indian Graduate Program, the Anthropology Department, and the Archaeological Research Facility. Come celebrate. 11 am and 1 pm you can learn something new during docent tours of the Native California Cultures gallery with Cultural Attache Otis Parrish (Kashaya Pomo); or 11 am - 2 pm you can enjoy lunch by coming to the Indian Taco Sale; you can also, between 11 am and 3 pm visit the California Indian Craft Booths. And at 2 pm the California Indian Pomo dancers will perform. Don't miss out on this opportunity to get to know more about California's First People. The Museum is at UC Berkeley, Bancroft Way at College Avenue. Admission to California Indian Day is FREE. For more information call 510-643-7649.

 

 

Twenty-First Annual California Indian Conference

This event takes place October 13-15 at Dominican University in San Rafael, California. If you would like to attend this conference, please contact me BEFORE September 28th.

Grading Scale:
Your final semester grade is based on the total number of points accrued.

Tentative Schedule of Lecture Topics, Reading and Video Assignments

Caveat Lector: The basic format for this class is lecturing, supplemented with in class activities and videos. However, my lectures do not simply recapitulate your readings; instead, the lectures and readings (and videos) compliment each other. My lectures often introduce new material not in print, summarize material from multiple sources, clarify difficult concepts, and hopefully help you identify what is important in your readings and the videos. Some of my lectures are expository (explain what, why, who, when, where, how, etc.), other are provocative (challenge and question assumptions ­ both mine and yours), and a few include demonstrations (how to). Therefore, if you are to succeed in this class it is critically important that you read the assigned material. In addition we will be watching a number of videos this semester. All (except for the 500 Nations series) are available only during scheduled class showings. So if you miss one of them, you're out 'o luck. Since the videos compliment, rather than duplicate, my lectures, and since there are invariably some questions on the Midterm and Final exams which are based on the videos, it's a good idea to try and come to all classes. The 500 Nations series is available in the Cabrillo College Library, call number E77.J787 F58 1995. Also, since the works of humans are imperfect and mutable, changes in this schedule are subject to the instructor's discretion and will be announced in class and posted on this web page.

A number of religious holidays (Buddhist, Christian, Hindu, Jewish, and Muslim, among others) fall during the semester. If it's your customary practice to refrain from any activities, other than those associated with your religious upbringing, on one or more of these holidays and thus will miss class, please see me for an excused absence.

WEEK	DATE	TOPICS	READINGS and VIDEO SCHEDULE - PLEASE COMLETE THE READINGS BEFORE COMING TO CLASS
1	Tuesday, August 29th	Introduction	Read: Sutton, Chapters 1 pages 1 through 15 AND Chapter 13; Thomas, Forward AND Global Prologue AND Epilogue: An Enduring Encounte Webpages: ANTHR7 Homepage; Techniques for Evaluating American Indian Web Sites
	Thursday, August 31	Before the Europeans	Read: Sutton, Chapter 1 pages 16 through 23; Thomas, The First Americans Webpages: In The Beginning; Historical Periods and Traditions
2	Tuesday, September 5
	Thursday, September 7	European Invasion and Conquest: The Morning The Sun Went Down	Read: Sutton Chapter 2; Thomas Colliding Worlds: Old and New? Video: Little Big Man; Bones of Contention
3	Tuesday, September 12		Webpages: Regional Lifeways
	Thursday, September 14	Arctic: Shamans, Igloos, and Wife Sharing	Read: Sutton Chapter 3 Video: Atanarjuat (The Fast Runner). I would like you to rent this video and watch it with several other classmates and answer questions I will give you about the movie. 500 Nations: Episode 3 (Part 1): Clash of Cultures The People Who Met Columbus. Webpages: Artic
4	Tuesday, September 19	Subarctic: Of Scapulomancy, Environmental Management, and the Hunting of Caribou	Read: Sutton Chapter 4 Video: Cree Hunters of Mistassini Webpages: Subarctic
5	Thursday, September 21	Plateau:From Where The Sun Now Stands I Will Fight No More Forever	Read: Sutton Chapter 5 Video: I Will Fight No More Forever; 500 Nations Episode 8: Attack on Culture "I Will Fight No More Forever" Term Project: Phase I, Topic due.
5	Tuesday, September 26		FIRST EXAM
	Thursday, September 28	Northwest Coast: Totem Poles; Potlatches; Candlefish; and A Very Strange Ancestor	Read: Sutton Chapter 6 Videos: The Native Americans: The Tribal People of the Northwest (Witness the forces and people that shaped the rugged Northwest: Lummi, Salish, Chumash, Colville, Yakima. Join five Native American tribespeoples as they offer personal, often poignant insights into the origins of the people and their cultures. Within this sweeping panaorama: ancient lore and the evolution of a varied culture of fishers, famers, hunters, trackers and traders. . .and the devastating effects of the coming of the Europeans and their American descendants); Kennewick Man; Crooked Beak of Heaven (The Northwest Coast Haida, Gitksan and Kwakiutl Indians inhabit a beautiful, harsh land along the coast of British Columbia and south to Oregon. Pre-eminent carvers of wood, they created totem poles that are among the largest wooden sculptures ever made by man. Integrating footage made of tribal rites by Edward Curtis in 1912, the film contrasts them with those same rites today. The spectacular theatrical genius of these people is particularly vivid during the dance of the cannibal birds known to the Kwakiutl as "the crooked beak of heaven.")
6	Tuesday, October 3
	Thursday, October 5		Term Project: Phase II, Sources is due
7	Tuesday, October 10	Great Basin: Spirit Cave People, Ghost Dancers, and Sara Winnemucca	Read: Sutton Chapter 7 Webpages: Great Basin
	Thursday, October 12
8	Tuesday, October 17	California: The Sword and the Cross; The Only Good Injun Is A Dead Injun; and The Last Wild Indian In North America	Read: Sutton Chapter 8 Video: Gold, Greed and Genocide Webpage: California; Indian Gaming in California
	Thursday, October 19		Video: Ishi
9	Tuesday, October 24
	Thursday, October 26	Southwest: Skinwalkers; Singing For Power; and White Painted Woman	Read: Sutton Chapter 9; Thomas Agricultural Imperatives in the American Southwest; Farrar Chapters 2, 3 and 4. Video: Windtalkers Webpage: Navajo  Code-Talkers Term Project: Phase III, Constructing a Group Profile is due.
10	Tuesday, October 31		Read: Farrar Chapters 5, 6, 7 and 8
	Thursday, November 2		SECOND EXAM Term Project: Phase IV, History of the Group is due.
11	Tuesday, November 7	Plains: Riders on the Wind, Dancers in the Sun, and Third Gender Warriors.	Read Sutton Chapter 10; Deloria Waterlily Video: Pow Wow Highway; The Peyote Road Webpage: Plains; Sacred Lands; Tichkematse: A Cheyenne at the Smithsonian; Camping with the Sioux
	Thursday, November 9	Fur Trappers and Buffalo Hunters; Wagon Roads and Railroads; and The Death of Wakan Tanka	Video: 500 Nations Episode 7: Roads Across the Plains Struggle for the West
12	Tuesday, November 14
	Thursday, November 16	Northeast: The Myth of Thanksgiving, Indian Princesses, and The Origins of the U.S. Government	Read: Sutton Chapter 12; Thomas Harvesting the Eastern Woodlands; Video: Ancient America - Indians of the Eastern Woodlands; 500 Nations: Episode 4: Invasion of the Coast The First English Settlements; Webpages: Northweast Woodlands; Now, and Always, Wampanoag Term Project: Phase V, Current Concerns, Issues, and Controversies is due.
13	Tuesday, November 21		Video: 500 Nations: Episode 5: Cauldron of War Iroquois Democracy and the American Revolution; More Than Bows and Arrows Term Project: Phase VI , Final Bibliography is due.
	Thursday, November 23	School Holiday: Thanksgiving
14	Tuesday, November 28		Field Experience Report due
	Thursday, November 30	Southeast: The Trail of Tears and Those Who Stayed Behind; Sequoia and his Cherokee Syllabary; and A Judgement That Will Live In Infamy	Read: Thomas Mississippian Transformations Video: 500 Nations Episode 6: Removal War and Exile in the East Webpages: Southeast Woodlands
15	Tuesday, December 5
	Thursday, December 7	Final Thoughts:From Wounded Knee to Wounded Knee	Video: White Shamans ­ Plastic Medicine Men (In class); Smoke Signals or Grey Owl as part of your take-home exam Term Project: Phase VII, Final Project Report is due.
16	Tuesday, December 12	Truth or Consequences	FINAL EXAM: 10 a.m. ­ 12:50 p.m.

Miscellaneous Comments:

Contacting the Instructor: Email is the most reliable way to contact me. Unfortunately, I get a lot of junk email and if I don't recognize the sender's name, I delete the message without opening it. Therefore, if you send me an email be sure to put your full name and class name in the subject box. If you would like to speak with me in person you should see me during office hours (see above). If you need to talk to me outside office hours call my voice mail (477-5211). Follow the instructions and leave a message with a phone number where I can reach you. I check that voice mail each day Monday through Thursday before 11 a.m. So if you call on Friday, Saturday or Sunday, you most likely will get my response on Monday after 11 am. Plan your calls accordingly. I will return your call once. If you are not present or there is no voice mail you will have to call me again.

Attendance: I have this "thing" about punctuality. Arriving late disrupts the class in session and is disrespectful to the other students and me. Therefore, you are expected to be in class on time. Regular attendance and punctuality are important for both your success and that of the class as a whole. As much of the course material will be presented in lecture, attendance is critical. I take attendance (Students are responsible for documenting their presence by signing the attendance sheet) to encourage your exposure to the material available only in class and to encourage your participation and support in class discussions. Whether or not you attend class, you are responsible for material presented in class, what assignments were made, etc., and you will take responsibility for making up missed work. NOTE: I will not reteach class during office hours. You should arrange with someone in the class to share his/her notes with you if you will not be in class. It is not my job to take notes for you.

Making this class interesting depends on your constructive participation and respect for one another. This includes arriving on time, not getting ready to go until the class is over, and listening to each other. It means joining into discussions, responding to each other rather than only to me. If you participate thoughtfully everyone can gain from this class.

Videos and pdf readings: You will also be responsible for the information contained in the various videotapes and pdf files used in this course. Many of the videos belong to the instructor or other faculty members, and are NOT available for viewing in the library if you miss them the first time around. I do not loan out ANY videos. The various videos included as part of this course are a vital component of the material under study. They are not included as time fillers or for the purpose of entertainment. You are encouraged to take notes during or after each film, and there will be questions about them on the exams.

Hat Policy: Hiding under one's hat is not very conducive to a learning environment. Thus, outdoor-type hats with brims that shade the face, such as baseball caps, fedoras, cowboy hats, and sombreros, must be removed during class. This applies to women as well as men, the instructor as well as the students. Indoor-type hats that do not shade the face, such as turbans, berets, bandannas or yarmulkes, are permissible.

Language Policy: While in the classroom, we will think, discuss and debate as anthropologists. This means that both the instructor and the students will use language that is scholarly and professional, reflecting the fact that we are trying to achieve a greater understanding of the human condition. Learn to express yourself clearly and accurately, and in an intellectual rather than personal fashion. Develop awareness of your own ethnocentrism and make conscious efforts to ameliorate it. Also, be conscious of the language you use to talk about race, ethnicity and gender. For example, no anthropologist publishes articles that refer to "girls" and "guys;" they are "women" and "men."

Food policy: You are welcome to bring something to drink and/or eat into the classroom, but please, CLEAN UP AFTER YOURSELF!

Cell phone / Beeper Policy: While I recognize that cell phone technology has become a particularly important social resource in our everyday lives, I am requested that if you carry a cell phone (or beeper), PLEASE keep the ringer/buzzer "off" while you are in class (except in those instances where there is a specific reason, such as a medical disability that requires students to be in touch with a health care professional). If your cell phone is heard while lecture is going on, points will be deducted (10 points per occurrence) from your final class score!

Student Feedback: Feel free to make suggestions or to offer constructive criticisms during the class. I'm always open to possibilities so long as core learning goals are being met.

Students with Disabilities: Accommodations for this class are made to comply with the American Disabilities Act. So that appropriate arrangements may be made, I would like to hear from anyone who has a disability, including 'invisible' disabilities such as chronic diseases, learning disorders, and psychological disabilities, which may require some modification of seating, testing, or other class requirements. Please see me during office hours, or after class, or contact me by email and explain your needs and appropriate accommodations. Please bring a verification of your disability from the Disabled Student Services offices and a counselor or specialist's recommendations for accommodating your needs.

Incompletes: It is the responsibility of the student to request, if needed, the assignment of an incomplete grade. I allow incomplete grades only for students who have passed the midterm, have completed their ethnographic research project, who have a legitimate reason for not completing the semester's work and who speak with me two weeks before the final class. My decision to authorize or not authorize an incomplete grade is final. Arrangement for the completion of the course must be made with me prior to the assignment of the "I" grade. This agreement must be written on an Incomplete Course Form. I may allow up to one semester for the student to complete missing requirements. "I" grades not changed by the end of the following semester will automatically become failing grades ("F").

Makeup Policy: Makeup may be worn to class, but not applied during lectures. You must NOTIFY ME in advance of any circumstances that prevent the completion of course requirements on the dates and by the deadlines given in this syllabus and/or announced in class. My general course policy is not to allow makeup exams and/or written assignments except in extraordinary cases where a student can document that she/he has been hospitalized, imprisoned, or participated in a university sanctioned event (that you were required to attend). Be very cautious about the legitimate and official nature of the documentation. If any of the scheduled exams conflict with the observation of religious holidays, alternative dates for makeup exams may be arranged.

Plagiarism and Cheating: If I detect plagiarism or cheating, you will be notified in writing when the incident is discovered. Academic misconduct may result in severe penalties ranging from reduction of grades and probation to expulsion from the class.

Class Structure: Classroom standards and student conduct for this class follow the Student Code of Conduct outlined in the Cabrillo College Catalog. Should you find it necessary to withdraw from or drop the class, it is your responsibility to fill out the necessary paperwork and submit it to Admissions and Records. Do not assume that I will drop you if you stop attending class. Most likely you'll receive an F for the class, not a drop or W. See class schedule for withdraw and drop dates.

Complaint Procedures: Any student complaints or concerns about this course should first be brought to the attention of the instructor. I will make every effort to resolve the matter to our mutual satisfaction. Should that not happen, the matter may be taken to Nancy Brown, Human Arts and Social Sciences Division Chair.

If you remain in the course after receiving and reviewing this syllabus, I will assume you have read it carefully and understand the mechanics and objectives of the course. It is my hope that this class will be interesting and enjoyable. Your participation in class can greatly enhance this. I am glad you have chosen my class this semester, and I hope it will help you in your quest for academic excellence! Welcome to North American Indians!

Next Stop?

Native Peoples of North America: Home Page Native Peoples of North America: Table of Contents American Indian Airwaves (Radio broadcast every Wednesday afternoon, 3:00 p.m.-4:00 p.m., on KPFK, 90.7 FM in Los Angeles, 98.7 FM in Santa Barbara, and online at www.kpfk.org.)