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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 9/22/2022
1.
Contact person: David Fazzino
Phone:
2.
570-389-4859
Email: dfazzino@bloomu.edu
Department: Anthropology, Criminal Justice, Sociology
Program: Anthropology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☐ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☐ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
240
Indigenous Peoples & the United States
Current University
Course Number
Current University
Course Title
ANTH
Current University
Course Prefix
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
LHU:
MU:
240
Native North America
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐ No ☒ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty, and will be available to all three
campuses. For face to face offering there are no additional resources need beyond current
classroom technology. For online offering there are no additional resources need.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
X☐ LHU
X☐ MU
9. Identify Departments/Programs/Courses impacted by changes on this form:
No programs/departments/courses impacted by course changes.
10. Indicate Semester and Year Course will be implemented: Fall 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research and practice, 4. Conduct research, 5. Demonstrate effective
communication skills, and 6. Evaluate the viability of diverse approaches to contemporary issues.
This course considers the diversity of worldviews and lifeways expressed by the Indigenous
Peoples of what is today recognized in certain cultural contexts as the United States of America
and its associated territories (Program Goal 1). The course uses a variety of anthropological
theories to compare and contrasts how the Indigenous Peoples have been conceptualized in
academic accounts both within and outside of the discipline (Program Goal 2). The course
explains historic and contemporary encounters between settler societies and the Indigenous
Peoples, including research and development initiatives, to evaluate the contemporary issues that
Indigenous Peoples are addressing using a mix of culturally-appropriate methods and approaches
(Program Goal 6). Students will effectively communicate in speech and writing key concepts,
ideas, and theoretical perspectives on the diverse lifeways and worldviews of Indigenous Peoples
(Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Indigenous Peoples
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Surveys the Indigenous Peoples of what is today the United States of America in prehistoric and
historic periods. Covers their diverse identities, ways of life, and belief systems. Considers the
changing situation of Indigenous Peoples by accounting for self-determination, Indigenous Rights,
cultural revitalization, nativism, Indigenous activism, to address the issues presented by settler
society, colonialism, resource extraction, and neocolonialism.
14. Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course): None
16. Co-requisites (Courses which must be taken simultaneously with other courses): None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): None
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☐ No ☒ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Course will be offered once in a two-year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 35. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Interconnections: Diversity
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
ANTH 240 addresses all of the areas of Diversity specifically: (1) Human Diversity (Individual, Group,
Institutional) and its Impact on Behavior, (2) Historical and Cultural Roots of Inequality, and (3)
Attitudes, Beliefs, Behaviors Regarding Diversity.
Human Diversity (Individual, Group, Institutional) and its Impact on Behavior
The student understands how diversity and difference characterize and shape the human experience and
are critical to the formation of identity.
In terms of Human Diversity (Individual, Group, Institutional) and its Impact on Behavior the student in
ANTH 240 will compare the diversity of worldviews and lifeways expressed by the Indigenous Peoples of
what is today recognized in certain cultural contexts as the United States of America and its associated
territories.
Historical and Cultural Roots of Inequality
The student recognizes historical and cultural roots of inequality, and responds to the need for social
justice.
In terms of Historical and Cultural Roots of Inequality the student in ANTH 240 will explain historic and
contemporary encounters between settler societies and the Indigenous Peoples, including research and
development initiatives, to evaluate the contemporary issues that Indigenous Peoples are addressing using
a mix of culturally appropriate methods and approaches.
Attitudes, Beliefs, Behaviors Regarding Diversity
The student demonstrates awareness of and manages the influence of personal biases.
In terms of Attitudes, Beliefs, Behaviors Regarding Diversity the student in ANT 240 will consider their own
culturally-rooted attitudes, beliefs, and behaviors on the relationship between Indigenous Peoples and the
United States of America.
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Students compare the diversity of
worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States of
America and its associated
territories.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Student articulates the historic
and contemporary encounters
between settler societies and the
Indigenous Peoples, including
research and development
initiatives, to evaluate the
contemporary issues that
Indigenous Peoples are addressing
using a mix of culturallyappropriate methods and
approaches.
Student considers their own
individual and cultural
perspectives (attitudes, beliefs,
and behaviors) on the relationship
between Indigenous Peoples and
the United States of America.
Historical and Cultural Roots of
Inequality
The student recognizes historical
and cultural roots of inequality,
and responds to the need for
social justice.
Lectures on the diversity of
worldviews and lifeways
expressed by the Indigenous
Peoples over time both preContact and in continuing
interactions. Students will
discuss and author essays
related to the diversity of
worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States of
America and its associated
territories.
Lectures provided historical
depth to the continuing
encounters of settler society
and the Indigenous Peoples
associated with United States of
America.
Students will discuss and write
essays related to colonial, and
postcolonial encounters, the
state of development and the
current state of inequality.
Lectures provided historical
depth to the continuing
encounters of settler society
and the Indigenous Peoples
associated with United States of
America.
Students will engage in
discussions of their own
individual perspectives on
Indigenous lifeways,
worldviews, rights, and
activism.
Students will reflexively write
on their own cultural and
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
individual background related
to cultural relativism and
ethnocentrism.
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
9/22/2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
DATE PREPARED:
July 2, 2022
PREPARED BY:
David Fazzino
DEPARTMENT:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4.
COURSE PREFIX & NUMBER (without space in-between): ANTH240
5.
COURSE TITLE:
Indigenous Peoples & the United States
6.
CREDIT HOURS:
3
7.
RECOMMENDED CLASS SIZE:
35
8.
PREREQUISITES/CO-REQUISITES:
None
9. COURSE DESCRIPTION FOR CATALOG: Surveys the Indigenous Peoples of what is today the
United States of America in prehistoric and historic periods. Covers their diverse identities,
ways of life, and belief systems. Considers the changing situation of Indigenous Peoples by
accounting for self-determination, Indigenous Rights, cultural revitalization, nativism,
Indigenous activism, to address the issues presented by settler society, colonialism, resource
extraction, and neocolonialism.
1.
2.
3.
10. CONTENT DESCRIPTION: The following areas of study will be included:
1. Survey of Regional Prehistory and History
a. The Americas' Earliest Humans
b. The Greater Southwest
c. The Southeast
d. The Northeast
e. The Prairie-Plains
f. The Intermontane West and California
g. The Northwest Coast
h. The Arctic and the Subarctic
i. Hawai’i and the Pacific
2. Learning and Education
a. Attempts at Assimilation
i. Boarding Schools
ii. Education Standards
b. Cultural Revitalization
i. Place-based strategies and cultural camps
ii. Local Languages
iii. Elders in the classroom
3. Economic Survival
a. Subsistence
b. Development
c. Gambling
d. Mixed Subsistence
4. Health and Wellbeing
a. Health Practitioners
b. Health conditions
c. Biomedicine and Indigenous approaches
5. The Environment
a. Worldviews
b. Spiritual and Cultural Values
c. Pollution
d. Resource Management
6. Religion
a. Missionaries
b. Nativism
c. Cultural Revitalization
d. Repatriation – Native American Graves Protection and Repatriation Act
7. Art and Representation
a. Cross-cultural consideration of art.
b. Relationship with tourism
c. Museums
d. Powwows
8. Government
a. Self-determination
b. Indigenous rights
c. International law and policy
d. Indigenous activism
8
9. Reflexivity on Cross-Cultural Interactions
a. Ethnocentrism
b. Cultural Relativism
c. Social Inequality
d. Diverse Worldviews
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from the drop
down below directly as done on the Course Form above (click on the words Choose an item, then click
on the arrow and select one option):
Interconnections: Diversity
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Students compare the diversity
of worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States of
America and its associated
territories.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States
of America and its associated
territories.
Student articulates the historic
and contemporary encounters
between settler societies and
the Indigenous Peoples,
including research and
development initiatives, to
evaluate the contemporary
issues that Indigenous Peoples
Historical and Cultural Roots of
Inequality
The student recognizes
historical and cultural roots of
inequality, and responds to the
need for social justice.
Students will discuss and write
essays related to colonial, and
postcolonial encounters, the
state of development and the
current state of inequality.
9
(suggested)
are addressing using a mix of
culturally-appropriate methods
and approaches.
Student considers their own
individual and cultural
perspectives (attitudes, beliefs,
and behaviors) on the
relationship between Indigenous
Peoples and the United States of
America.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Students discuss their own
individual perspectives on
Indigenous lifeways,
worldviews, rights, and
activism.
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
13. METHODS:
In a traditional classroom setting, the course is taught in a lecture format, supplemented with
classroom discussion, homework assignments, in-class assignments and activities, quizzes, and
exams.
In a distance education or multi-modal setting, the course makes use of available university
classroom management software, and other supplementary web-based applications. The
instructor may utilize a variety of methods including the use of discussion boards, recorded
lectures, online video and audio, group projects. Exam proctoring may be required at the
discretion of the individual instructor.
In a distance education setting: This course may be taught online using synchronous or
asynchronous methods based on the instructor.
In a multi-modal setting: (1) the course is taught in a lecture format on-campus and students
can participate in person or in zoom, or (2) flex plus zoom format where in one part of the
course students can participate in person or in zoom, and the second part will be a zoom-only
class.
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and recommend
changes so that the course better reflects the goals of the program. Course assessment will also be
conducted in coordination with and/or upon the request of the Office of Institutional Effectiveness and
other relevant bodies.
10
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
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Arndt, G. (2022). The Indian’s White Man: Indigenous Knowledge, Mutual Understanding,
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Balikci, Asen. 1970. The Netsilik Eskimo. Prospect Hts., Illinois: Waveland Press. Basso,
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and Xenophobic Motifs in Robert Charroux. Alternative Spirituality and Religion
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American parents and children: a protocol for a randomized controlled trial with
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11
Bunten, A. C. (2008). Sharing culture or selling out? Developing the commodified persona
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12
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13
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14
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15
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16
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Starn, O. (2011). Here come the anthros (again): the strange marriage of anthropology and
Native America. Cultural Anthropology, 26(2), 179-204.
Tiro, K. M. (2003). " This dish is very good": Reflections on an Eighteenth-Century Italian
Ethnography of the Iroquois. New York History, 84(4), 409-430.
Trigger, Bruce. 1978. The Northeast: Handbook of North American Indians.
Washington D.C.: Smithsonian Institution Press.
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard educational
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Turner, D. D., & Turner, M. I. (2021). “I’m Not Saying It Was Aliens”: An Archaeological and
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Worl, R. (1980). The North Slope Inupiat whaling complex. Senri Ethnological Studies, 4,
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Worl, R. K., & Kendall-Miller, H. (2018). Alaska's Conflicting Objectives. Daedalus, 147(2),
39-48.
Underhill, Ruth. 1979. Papago Woman. New York: Holt, Rinehart, and Winston.
17
Van Stone, James. 1962. Point Hope: An Eskimo Village in Transition. Seattle: University of
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Wallace, Anthony. 1969. The Death and Rebirth of the Seneca. New York: Random House.
Wax, Murray. 1971. Indian Americans. New Jersey: Prentice-Hall Inc.
Widener, P., & Gunter, V. J. (2007). Oil spill recovery in the media: Missing an Alaska Native
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Wedel, Waldo. 1961. Prehistoric Man on the Great Plains. Norman: University of Oklahoma
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Whyte, K. P. (2016). Why the Native American pipeline resistance in North Dakota is about
climate justice. The Conversation.
Whyte, K. (2017). The Dakota access pipeline, environmental injustice, and US
colonialism. Red Ink: An International Journal of Indigenous Literature, Arts, &
Humanities, (19.1).
18
NORTHEAST Integrated Curriculum Committee
Date: 9/22/2022
1.
Contact person: David Fazzino
Phone:
2.
570-389-4859
Email: dfazzino@bloomu.edu
Department: Anthropology, Criminal Justice, Sociology
Program: Anthropology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☐ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☐ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
240
Indigenous Peoples & the United States
Current University
Course Number
Current University
Course Title
ANTH
Current University
Course Prefix
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
LHU:
MU:
240
Native North America
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐ No ☒ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty, and will be available to all three
campuses. For face to face offering there are no additional resources need beyond current
classroom technology. For online offering there are no additional resources need.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
X☐ LHU
X☐ MU
9. Identify Departments/Programs/Courses impacted by changes on this form:
No programs/departments/courses impacted by course changes.
10. Indicate Semester and Year Course will be implemented: Fall 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research and practice, 4. Conduct research, 5. Demonstrate effective
communication skills, and 6. Evaluate the viability of diverse approaches to contemporary issues.
This course considers the diversity of worldviews and lifeways expressed by the Indigenous
Peoples of what is today recognized in certain cultural contexts as the United States of America
and its associated territories (Program Goal 1). The course uses a variety of anthropological
theories to compare and contrasts how the Indigenous Peoples have been conceptualized in
academic accounts both within and outside of the discipline (Program Goal 2). The course
explains historic and contemporary encounters between settler societies and the Indigenous
Peoples, including research and development initiatives, to evaluate the contemporary issues that
Indigenous Peoples are addressing using a mix of culturally-appropriate methods and approaches
(Program Goal 6). Students will effectively communicate in speech and writing key concepts,
ideas, and theoretical perspectives on the diverse lifeways and worldviews of Indigenous Peoples
(Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Indigenous Peoples
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Surveys the Indigenous Peoples of what is today the United States of America in prehistoric and
historic periods. Covers their diverse identities, ways of life, and belief systems. Considers the
changing situation of Indigenous Peoples by accounting for self-determination, Indigenous Rights,
cultural revitalization, nativism, Indigenous activism, to address the issues presented by settler
society, colonialism, resource extraction, and neocolonialism.
14. Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course): None
16. Co-requisites (Courses which must be taken simultaneously with other courses): None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): None
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☐ No ☒ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Course will be offered once in a two-year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 35. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Interconnections: Diversity
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
ANTH 240 addresses all of the areas of Diversity specifically: (1) Human Diversity (Individual, Group,
Institutional) and its Impact on Behavior, (2) Historical and Cultural Roots of Inequality, and (3)
Attitudes, Beliefs, Behaviors Regarding Diversity.
Human Diversity (Individual, Group, Institutional) and its Impact on Behavior
The student understands how diversity and difference characterize and shape the human experience and
are critical to the formation of identity.
In terms of Human Diversity (Individual, Group, Institutional) and its Impact on Behavior the student in
ANTH 240 will compare the diversity of worldviews and lifeways expressed by the Indigenous Peoples of
what is today recognized in certain cultural contexts as the United States of America and its associated
territories.
Historical and Cultural Roots of Inequality
The student recognizes historical and cultural roots of inequality, and responds to the need for social
justice.
In terms of Historical and Cultural Roots of Inequality the student in ANTH 240 will explain historic and
contemporary encounters between settler societies and the Indigenous Peoples, including research and
development initiatives, to evaluate the contemporary issues that Indigenous Peoples are addressing using
a mix of culturally appropriate methods and approaches.
Attitudes, Beliefs, Behaviors Regarding Diversity
The student demonstrates awareness of and manages the influence of personal biases.
In terms of Attitudes, Beliefs, Behaviors Regarding Diversity the student in ANT 240 will consider their own
culturally-rooted attitudes, beliefs, and behaviors on the relationship between Indigenous Peoples and the
United States of America.
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Students compare the diversity of
worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States of
America and its associated
territories.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Student articulates the historic
and contemporary encounters
between settler societies and the
Indigenous Peoples, including
research and development
initiatives, to evaluate the
contemporary issues that
Indigenous Peoples are addressing
using a mix of culturallyappropriate methods and
approaches.
Student considers their own
individual and cultural
perspectives (attitudes, beliefs,
and behaviors) on the relationship
between Indigenous Peoples and
the United States of America.
Historical and Cultural Roots of
Inequality
The student recognizes historical
and cultural roots of inequality,
and responds to the need for
social justice.
Lectures on the diversity of
worldviews and lifeways
expressed by the Indigenous
Peoples over time both preContact and in continuing
interactions. Students will
discuss and author essays
related to the diversity of
worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States of
America and its associated
territories.
Lectures provided historical
depth to the continuing
encounters of settler society
and the Indigenous Peoples
associated with United States of
America.
Students will discuss and write
essays related to colonial, and
postcolonial encounters, the
state of development and the
current state of inequality.
Lectures provided historical
depth to the continuing
encounters of settler society
and the Indigenous Peoples
associated with United States of
America.
Students will engage in
discussions of their own
individual perspectives on
Indigenous lifeways,
worldviews, rights, and
activism.
Students will reflexively write
on their own cultural and
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
individual background related
to cultural relativism and
ethnocentrism.
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
9/22/2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
DATE PREPARED:
July 2, 2022
PREPARED BY:
David Fazzino
DEPARTMENT:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4.
COURSE PREFIX & NUMBER (without space in-between): ANTH240
5.
COURSE TITLE:
Indigenous Peoples & the United States
6.
CREDIT HOURS:
3
7.
RECOMMENDED CLASS SIZE:
35
8.
PREREQUISITES/CO-REQUISITES:
None
9. COURSE DESCRIPTION FOR CATALOG: Surveys the Indigenous Peoples of what is today the
United States of America in prehistoric and historic periods. Covers their diverse identities,
ways of life, and belief systems. Considers the changing situation of Indigenous Peoples by
accounting for self-determination, Indigenous Rights, cultural revitalization, nativism,
Indigenous activism, to address the issues presented by settler society, colonialism, resource
extraction, and neocolonialism.
1.
2.
3.
10. CONTENT DESCRIPTION: The following areas of study will be included:
1. Survey of Regional Prehistory and History
a. The Americas' Earliest Humans
b. The Greater Southwest
c. The Southeast
d. The Northeast
e. The Prairie-Plains
f. The Intermontane West and California
g. The Northwest Coast
h. The Arctic and the Subarctic
i. Hawai’i and the Pacific
2. Learning and Education
a. Attempts at Assimilation
i. Boarding Schools
ii. Education Standards
b. Cultural Revitalization
i. Place-based strategies and cultural camps
ii. Local Languages
iii. Elders in the classroom
3. Economic Survival
a. Subsistence
b. Development
c. Gambling
d. Mixed Subsistence
4. Health and Wellbeing
a. Health Practitioners
b. Health conditions
c. Biomedicine and Indigenous approaches
5. The Environment
a. Worldviews
b. Spiritual and Cultural Values
c. Pollution
d. Resource Management
6. Religion
a. Missionaries
b. Nativism
c. Cultural Revitalization
d. Repatriation – Native American Graves Protection and Repatriation Act
7. Art and Representation
a. Cross-cultural consideration of art.
b. Relationship with tourism
c. Museums
d. Powwows
8. Government
a. Self-determination
b. Indigenous rights
c. International law and policy
d. Indigenous activism
8
9. Reflexivity on Cross-Cultural Interactions
a. Ethnocentrism
b. Cultural Relativism
c. Social Inequality
d. Diverse Worldviews
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from the drop
down below directly as done on the Course Form above (click on the words Choose an item, then click
on the arrow and select one option):
Interconnections: Diversity
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Students compare the diversity
of worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States of
America and its associated
territories.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways
expressed by the Indigenous
Peoples of what is today
recognized in certain cultural
contexts as the United States
of America and its associated
territories.
Student articulates the historic
and contemporary encounters
between settler societies and
the Indigenous Peoples,
including research and
development initiatives, to
evaluate the contemporary
issues that Indigenous Peoples
Historical and Cultural Roots of
Inequality
The student recognizes
historical and cultural roots of
inequality, and responds to the
need for social justice.
Students will discuss and write
essays related to colonial, and
postcolonial encounters, the
state of development and the
current state of inequality.
9
(suggested)
are addressing using a mix of
culturally-appropriate methods
and approaches.
Student considers their own
individual and cultural
perspectives (attitudes, beliefs,
and behaviors) on the
relationship between Indigenous
Peoples and the United States of
America.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Students discuss their own
individual perspectives on
Indigenous lifeways,
worldviews, rights, and
activism.
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
13. METHODS:
In a traditional classroom setting, the course is taught in a lecture format, supplemented with
classroom discussion, homework assignments, in-class assignments and activities, quizzes, and
exams.
In a distance education or multi-modal setting, the course makes use of available university
classroom management software, and other supplementary web-based applications. The
instructor may utilize a variety of methods including the use of discussion boards, recorded
lectures, online video and audio, group projects. Exam proctoring may be required at the
discretion of the individual instructor.
In a distance education setting: This course may be taught online using synchronous or
asynchronous methods based on the instructor.
In a multi-modal setting: (1) the course is taught in a lecture format on-campus and students
can participate in person or in zoom, or (2) flex plus zoom format where in one part of the
course students can participate in person or in zoom, and the second part will be a zoom-only
class.
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and recommend
changes so that the course better reflects the goals of the program. Course assessment will also be
conducted in coordination with and/or upon the request of the Office of Institutional Effectiveness and
other relevant bodies.
10
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Adam, S. K. (2015). Extinction or Survival?: The Remarkable Story of the Tigua, an Urban
American Urban Tribe. Routledge.
Adams, D. W. (1995). Education for extinction: American Indians and the boarding school
experience, 1875-1928. University Press of Kansas.
Arndt, G. (2016). Settler agnosia in the field: Indigenous action, functional ignorance, and
the origins of ethnographic entrapment. American Ethnologist, 43(3), 465-474.
Arndt, G. (2022). The Indian’s White Man: Indigenous Knowledge, Mutual Understanding,
and the Politics of Indigenous Reason. Current Anthropology, 63(1), 10-30.
Bacon, J. M. (2020). Dangerous pipelines, dangerous people: colonial ecological violence
and media framing of threat in the Dakota access pipeline conflict. Environmental
Sociology, 6(2), 143-153.
Balikci, Asen. 1970. The Netsilik Eskimo. Prospect Hts., Illinois: Waveland Press. Basso,
Keith. 1970. The Cibecue Apache. Prospect Hts., Illinois: Waveland Press.
Barnhardt, R., & Oscar Kawagley, A. (2005). Indigenous knowledge systems and Alaska
Native ways of knowing. Anthropology & education quarterly, 36(1), 8-23.
Bigliardi, S. (2022). Ancient Aliens, Modern Fears: Anti-scientific, Anti-evolutionary, Racist,
and Xenophobic Motifs in Robert Charroux. Alternative Spirituality and Religion
Review.
Blu, Karen. 1980. The Lumbee Problem: The Making of an American Indian People.
Cambridge: Cambridge University Press.
Bombay, A., Matheson, K., & Anisman, H. (2011). The impact of stressors on second
generation Indian residential school survivors. Transcultural psychiatry, 48(4), 367391.
Brockie, T., Haroz, E. E., Nelson, K. E., Cwik, M., Decker, E., Ricker, A., ... & Barlow, A.
(2021). Wakȟáŋyeža (Little Holy One)-an intergenerational intervention for Native
American parents and children: a protocol for a randomized controlled trial with
embedded single-case experimental design. BMC Public Health, 21(1), 1-16.
11
Bunten, A. C. (2008). Sharing culture or selling out? Developing the commodified persona
in the heritage industry. American ethnologist, 35(3), 380-395.
Bunten, A. C. (2010). More like ourselves: Indigenous capitalism through
tourism. American Indian Quarterly, 34(3), 285-311.
Bunten, A. C. (2015). So, how long have you been Native?: Life as an Alaska Native tour
guide. U of Nebraska Press.
Carothers, C., Black, J., Langdon, S. J., Donkersloot, R., Ringer, D., Coleman, J., ... & Whiting,
A. (2021). Indigenous peoples and salmon stewardship: a critical relationship.
Cassady, J. (2010). State calculations of cultural survival in environmental risk assessment:
consequences for Alaska Natives. Medical Anthropology Quarterly, 24(4), 451-471.
Clifford, J. (2004). Looking several ways: Anthropology and native heritage in
Alaska. Current anthropology, 45(1), 5-30.
Cordell, Linda. 1984. Prehistory of the Southeast. Orlando: Academic Press.
Darian-Smith, E. (2010). Environmental law and Native American law. Annual Review of
Law and Social Science, 6(1), 359-386.
Dellapenna, J. W. (2018). The struggle over the Dakota Access Pipeline in the context of
Native American history. In Ecological Integrity, Law and Governance (pp. 69-78).
Routledge.
Deloria, V. (1997). Red earth, white lies: Native Americans and the myth of scientific fact.
Fulcrum Publishing.
Deloria, V., & Lytle, C. M. (1998). The nations within: The past and future of American
Indian sovereignty. University of Texas Press.
Deloria, V. (1988). Custer died for your sins: An Indian manifesto. University of Oklahoma
Press.
Deloria, V. (2020). Research, redskins, and reality. In American Nations (pp. 458-467).
Routledge.
Dombrowski, K. (2001). Against culture: Development, politics, and religion in Indian
Alaska (Vol. 1). U of Nebraska Press.
12
Dombrowski, K. (2002). The praxis of indigenism and Alaska native timber
politics. American Anthropologist, 104(4), 1062-1073.
Dombrowski, K. (2007). Subsistence livelihood, native identity and internal differentiation
in Southeast Alaska. Anthropologica, 211-229.
Donkersloot, R., Black, J. C., Carothers, C., Ringer, D., Justin, W., Clay, P. M., ... & Clark, S. J.
(2020). Assessing the sustainability and equity of Alaska salmon fisheries through a
well-being framework.
Dorsey, L. G. (2013). We are all Americans, pure and simple: Theodore Roosevelt and the
myth of Americanism. University of Alabama Press.
Downs, James. 1966. The Two Worlds of the Washo. New York: Holt, Rinehart, and
Winston.
Downs, James. 1972. The Navajo. Prospect Hts., Illinois: Waveland Press.
Dozier, Edward. 1970. The Pueblo Indians of North America. Prospect Hts., Illinois:
Waveland Press.
Ericson, Jonathan, E.R. Taylor, and Rainier Berger. 1982. Peopling of the New World.
California: Ballena Press.
Fagan, Brian. Ancient North America. New York: Thames and Hudson.
Fazzino, D. V., & Loring, P. A. (2009). From crisis to cumulative effects: Food security
challenges in Alaska. Napa Bulletin, 32(1), 152-177.
Fazzino, D., Loring, P., & Gannon, G. (2019). Fish as Food: Policies affecting food
sovereignty for rural Indigenous communities in North America. In The Routledge
handbook of comparative rural policy (pp. 340-350). Routledge.
Fernandez-Gimenez, M., Hays Jr, J., Huntington, H., Andrew, R., & Goodwin, W. (2008).
Ambivalence toward formalizing customary resource management norms among
Alaska native beluga whale hunters and Tohono O'odham livestock owners. Human
Organization, 67(2), 137-150.
Fienup-Riordan, A. (1995). Boundaries and passages: rule and ritual in Yup'ik Eskimo oral
tradition (Vol. 212). University of Oklahoma Press.
13
Fienup-Riordan, A. (1990). Eskimo essays: Yup'ik lives and how we see them. Rutgers
University Press.
Fienup‐Riordan, A. (1999). Collaboration on display: A Yup'ik Eskimo exhibit at three
national museums. American Anthropologist, 101(2), 339-358.
Fienup-Riordan, A. (2000). Hunting tradition in a changing world: Yup'ik lives in Alaska
today. Rutgers University Press.
Fienup-Riordan, A. (2005). Wise words of the Yup'ik people: We talk to you because we love
you. U of Nebraska Press.
Fienup-Riordan, A. (2010). Yup’ik perspectives on climate change:“The world is following
its people”. Études/Inuit/Studies, 34(1), 55-70.
Frink, L. (2006). Social identity and the Yup'ik Eskimo village tunnel system in precolonial
and colonial western coastal Alaska. Archeological Papers of the American
Anthropological Association, 16(1), 109-125.
Frink, L. (2009). The identity division of labor in Native Alaska. American Anthropologist,
111(1), 21-29.
Glass, A. (2004). Return to sender: on the politics of cultural property and the proper
address of art. Journal of Material Culture, 9(2), 115-139.
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Ho-Lastimosa, I., Hwang, P. W., & Lastimosa, B. (2014). Hawai ‘i in Public Health:
Community Strengthening Through Canoe Culture: Ho'omana'o Mau as Method and
Metaphor. Hawai'i Journal of Medicine & Public Health, 73(12), 397.
Ho-Lastimosa, I., Chung-Do, J. J., Hwang, P. W., Radovich, T., Rogerson, I., Ho, K., ... &
Spencer, M. S. (2019). Integrating Native Hawaiian tradition with the modern
technology of aquaponics. Global Health Promotion, 26(3_suppl), 87-92.
Hudson, Charles. 1976. The Southeastern Indians. Knoxville: University of Tennessee Press.
Isaac, B. (2013). The invention of racism in classical antiquity. In The Invention of Racism in
Classical Antiquity. Princeton University Press.
14
Jennings, Jesse. 1983. Ancient North Americans. San Francisco: W.H. Freeman.
Joseph, Alice, Rosamond Spicer, and Jane Chesky. 1949. The Desert People: A Study of the
Papago Indians. Chicago: University of Chicago Press.
Kauanui, J. K. (2007). Diasporic deracination and" off-island" Hawaiians. The Contemporary
Pacific, 138-160.
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civil rights. South Atlantic Quarterly, 107(4), 635-650.
Kauanui, J. K. (2016). “A structure, not an event”: Settler colonialism and enduring
indigeneity. Lateral, 5(1).
Kauanui, J. K. (2018). Paradoxes of Hawaiian sovereignty: Land, sex, and the colonial
politics of state nationalism. Duke University Press.
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Anthropology 22(5): 503-517.
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of California Press.
Kroeber, Theodora. 1961. Ishi in Two Worlds. Berkeley: University of California Press.
LaDuke, W. (1999). All our relations: Native struggles for land and life. South End Press.
Laughlin, William. 1980. Aleuts: Survivors of the Bering Land Bridge. New York: Holt,
Rinehart, and Winston.
* Langdon, S. J. (1993). The native people of Alaska. Anchorage, AK: Greatland Graphics.
Langdon, S. J. (1991). The integration of cash and subsistence in Southwest Alaskan Yup'ik
Eskimo communities. Senri Ethnological Studies, 30, 269-291.
Lassiter, L. E. (1998). The power of Kiowa song: A collaborative ethnography. University of
Arizona Press.
Lee, M. (1998). The Alaska Commercial Company: The Formative Years. The Pacific
Northwest Quarterly, 89(2), 59-64.
15
Lee, M. (1998). Baleen basketry of the North Alaskan eskimo. University of Washington
Press.
Lee, M. (1999). Tourism and Taste Cultures Collecting Native Art in Alaska. Unpacking
culture: art and commodity in colonial and postcolonial worlds, 267.
Lee, M. (2000). Spirits Into Seabirds: The Role of the Evangelical Convenant Church of
Alaska in the Stylistic Transformation of Nunivak Island Yup'ik [Eskimo]
Masks. Museum Anthropology, 24(1), 5-13.
Lee, M. (2002). The cooler ring: urban Alaska native women and the subsistence
debate. Arctic Anthropology, 3-9.
Lekson, S. H. (1999). The Chaco meridian: Centers of political power in the ancient
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